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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- Measuring digital transformation in education 4.0 with DT-Smarty: valid and reliable model(Springer, 2025-04-23) González Pérez, Laura Icela; Enciso González, Juan Antonio; Vicario Solórzano, Claudia Marina; Ramírez Montoya, María Soledad; Tecnológico de Monterrey; Universidad Autónoma de Nuevo León; Dirk IfenthalerValidated instruments enable strategic decision-making in an increasingly complex tech- nological environment. Higher Education Institutions (HEIs) should have data measuring technological maturity and readiness for cyber-physical environments, crucial to leading digital transformation and sustainable development. This study presents the validation of an instrument designed to assess academicians’ perceptions of the technological maturity and digital transformation readiness of HEIs. The scale dimensions were constructed and vali- dated in three steps: (1) operationalization of the study variables and scale development, (2) content validation through a nine-expert judgment panel with Aiken’s V, and (3) factor exploratory analysis (EFA) and reliability analysis using Cronbach’s Alpha method. The validation yielded three main findings: Aiken’s V coefficient yielded a value of (>0.82), indicating substantial agreement for the content evaluation of nine experts; reliability test- ing produced a Cronbach’s alpha of .957, demonstrating excellent internal consistency. The Kaiser–Meyer–Olkin (KMO) measure was .919, confirming the questionnaire’s suitability for 19 items. Four critical dimensions were established: (1) Cyber-Physical Systems, (2) Educational platforms and data and analytics, (3) Organizational platforms, and (4) Conti- nuity and security plans. These results validate the instrument as a robust tool for diagnos- ing digital maturity in university contexts, effectively capturing the proposed dimensions essential for educational innovation. The future work to evolve this instrument could shed light on the roadmap for incorporating technological enablers, aligning vocational training with the challenges of Industry 4.0, and supported by predictive AI models that allow the creation of solid governance to lead the digital evolution.
- Navigating interconnected complexities: validation and reliability of an instrument for sustainable development of education 5.0(Taylor @ Francis Online, 2024) Ramírez Montoya, María Soledad; Vicario Solórzano, Claudia Marina; González Pérez, Laura Icela; https://ror.org/03ayjn504; https://ror.org/059sp8j34; https://ror.org/01fh86n78Sustainability actions in Higher Education Institutions (HEIs) profoundly affect students, employees and their communities. These aim at social and economic benefits for local communities. Sustainability must be measured, and its goals must be achieved as part of the university’s mission to impact the community significantly. This work provides the validation results for an instrument that assesses academicians’ perceptions of HEI sustainability activities. The study began with a preliminary investigation of 121 Mexican public HEI students. The scale dimensions were constructed and validated in three steps: (a) establishing a theoretical framework to identify the necessary dimensions, (b) content validation through the judgment of five experts and (c) factor analysis and determination of instrument internal consistency to establish its reliability. The validation yielded three main findings: Aiken’s V coefficient (>0.89) showed high content-based validity indicators. Also, Cronbach’s alpha was 0.937. The exploratory factor analysis (EFA) calculated correlation coefficients for the 18-item instrument. The four variables tested in the study (economic and social impact, human rights and gender perspective, environment and work experience and social impact) yielded satisfactory internal consistency. The research affirms a methodology to measure the progress of sustainability models for Education 5.0 using technologies and resources to maximize human well-being.
- Reusable educational resources for developing complex thinking on open platforms(Springer, 2023-12-01) Sanabria Zepeda, Jorge Carlos; Alfaro Ponce, Berenice; González Pérez, Laura Icela; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; https://ror.org/01fh86n78In the context of rapid technological advancements and the increasing availability of Open Educational Resources (OER), there is a growing need to foster complex thinking skills in higher education. The study aims to characterize OER platforms that facilitate the development of such skills, grounded in UNESCO’s recommendations and the evolving definitions of complex thinking. Utilizing a Systematic Literature Review (SLR), the research focuses on three key questions: the type of open license allowing 5R activities, the technical options based on the ALMS Framework, and the sub-competencies of complex thinking that can be nurtured through OER. The study identifies and categorizes key platforms conducive to the development of complex thinking skills, namely innovative, critical, scientific, and systemic thinking. These platforms are analyzed based on their licensing types and technical capabilities. Findings indicate that most of the platforms studied support 5R activities under Creative Commons licenses, require advanced editing skills, and more than half address multiple subcompetencies of complex thinking. The study concludes that the adaptation, reuse, and redistribution of OER can significantly contribute to fostering complex thinking skills, aligning educational practices with 21st-century demands. Recommendations include the development of frameworks by higher education institutions to normalize OER platforms and meet students’ needs, as well as future research to assess user behavior and sustainability of these platforms.