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Components of Education 4.0 in 21st century skills frameworks: systematic review
(MDPI, 2022-01-27) González Pérez, Laura Icela; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey
Responsive educational proposals to develop skills to meet the demands of Industry 4.0 have become imperative to guarantee inclusive, equitable, and quality education and promote lifelong learning opportunities for all, also reducing the negative impact of COVID-19 and the major post-pandemic social issues. This article analyzes which components of Education 4.0 have been considered in 21st century skills frameworks and identifies the teaching and learning methods and key stakeholders impacted. We conducted a systematic literature review (SLR) with research questions to highlight studies that address 21st century frameworks worldwide, identifying which teaching—earning strategies contain 4.0 components, their learning dimensions, and the targeted takeholders. The findings allowed us to identify opportunities to create or improve 21st century skills frameworks with the required Education 4.0 components to develop future skills. Our study revealed the absence of these frameworks for teachers and schools. Most are oriented toward students, developing competencies through the dimensions of character, meta-learning, and linking active learning teaching strategies. This work presents studies incorporating innovative educational practices and the core Education 4.0 components. It concludes with a reflection on creating educational models to develop complex-reasoning competencies and auto-systemic thinking to support problemsolving and address social needs.
Improving Institutional Repositories through User-Centered Design: Indicators from a Focus Group
(MDPI, 2021-11-02) González Pérez, Laura Icela; Ramírez Montoya, María Soledad; García Peñalvo, Francisco José; RAMIREZ MONTOYA, MARIA SOLEDAD; 122081; Instituto Tecnológico y de Estudios Superiores de Monterrey
User experience with intuitive and flexible digital platforms can be enjoyable and satisfying. A strategy to deliver such an experience is to place the users at the center of the design process and analyze their beliefs and perceptions to add appropriate platform features. This study conducted with focus groups as a qualitative method of data collection to investigate users’ preferences and develop a new landing page for institutional repositories with attractive functionalities based on their information-structural rules. The research question was: What are the motivations and experiences of users in an academic community when publishing scientific information in an institutional repository? The focus group technique used in this study had three sessions. Results showed that 50% of the participants did not know the functionalities of the institutional repository nor its benefits. Users’ perceptions of platforms such as ResearchGate or Google Scholar that provide academic production were also identified. The findings showed that motivating an academic community to use an institutional repository requires technological functions, user guidelines that identify what can or cannot be published in open access, and training programs for open access publication practices and institutional repository use. These measures align with global strategies to strengthen the digital identities of scientific communities and thus benefit open science.

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