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eComplex: validity and reliability of rubric for assessing reasoning for complexity competency
(Springer, 2023-06-29) Castillo Martínez, Isolda Margarita; Ramírez Montoya, María Soledad; Glasserman Morales, Leonardo David; Millán Arellano, Jorge Antonio; https://ror.org/03ayjn504
In the absence of available instruments that measure reasoning-for-complexity competency in higher education, we designed a rubric to measure university students' levels of mastery of that competency. This article presents the process to estimate the validity and reliability that led to the final version of the "eComplex" rubric, which consists of 27 items. This validation process considered experts' consultation, the internal consistency estimation using Cronbach's alpha coefficient, and correlation matrix analysis, there was also qualitative analysis by reviewing the experts' comments in detail and making the appropriate adjustments. The results were: (a) a high concordance index of the judges for the evaluated criteria of the items, (b) an instrument with high internal consistency and reliability, and (c) improvement in the wording of the items thanks to the observations and contributions of the experts, this was reinforced by conducting a second phase of expert validation using the Delphi Method to provide further support for the Clarity criterion. The instrument is expected to validate measuring the development and appropriation of reasoning-for-complexity competency in university students.
Academic literacy as a component of complex thinking in higher education: A scoping review
(2022-09-26) Suárez Brito, Paloma; Baena Rojas, José Jaime; López Caudana, Edgar Omar; Glasserman Morales, Leonardo David; Institute for the Future of Education, Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey
The profound transformation within higher education institutions is increasingly evident. Then, it is considered that education must adapt to meet the needs of qualification and skills development in a 21st century with diverse challenges in problem solving. This is reflected in the role that academic literacy is increasingly taking as a strategy to innovate teaching among university students. The objective of this scoping review is to complete a characterization of complex thinking in both academic literacy and higher education. All this, providing an overview on the central theme and its incidence in the production of relevant literature published in the Scopus database. About 139 research works were considered in the article, which become thematic references for the exercise proposed here. Then, a description of all the works consulted was completed, recognizing mainly their origin, citations, publication, and other aspects that will ultimately be essential to differentiate the term academic literacy from the processes of reading and writing as educational competencies. Therefore, in general, the conclusions indicate that complex thinking has indeed a relationship with academic literacy not only because of the works traced but also because complex reasoning brings together within people a series of skills that facilitate the execution of advanced actions and the solution of problems.

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