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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Generative artificial intelligence in education: a systematic analysis of opportunities, challenges, and responses(Taylor & Francis, 2025-08-04) García López, Iván Miguel; Ramírez Montoya, María Soledad; Molina Espinosa, José Martín; Tecnológico de MonterreyGenerative artificial intelligence (GenAI), exemplified by tools such as ChatGPT, is transforming the educational field by offering innovative solutions for the personalization of learning, student motivation, and the optimization of pedagogical processes. The core research question is: How is GenAI transforming educational processes, and what are the challenges and opportunities associated with its implementation? To answer it, a systematic literature review (SLR) was conducted, analyzing recent studies that address applications, policies, and limitations of AI in education. The main findings highlight three key constructs: personalization of learning, which improves academic performance through adaptive interventions; educational innovation, which boosts motivation through interactive and gamified environments; and the need for ethical and inclusive regulation, which guarantees transparency and equity in the use of these technologies. In addition, gaps were identified in institutional policies and existing legal regulation, evidencing the urgency of updating them to respond to emerging challenges. The added value of this study lies in its holistic and comprehensive approach, which connects pedagogical applications, ethical challenges, and regulatory policies, proposing concrete recommendations for the responsible and effective implementation of AI in educational contexts.
- MAICC model: development of complex thinking through citizen science project evaluation(Frontiers, 2024-08-30) Olivo Montaño, Pamela Geraldine; Sanabria Zepeda, Jorge Carlos; Molina Espinosa, José Martín; Quintero Gámez, Lorena; Velarde Camaqui, Davis; Sánchez Salgado, Lisset Abril; Gonzalez Mendoza, Miguel; Breda, Adriana; Morales Maure, Luisa; Álvarez Icaza Longoria, Inés; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/021018s57; https://ror.org/0070j0q91; Montoya, Miguel AAs traditional education systems struggle to keep up with technological advances, incorporating open science into Education 5.0 is critical to addressing student skills gaps. In this study, the MAICC model is introduced, a tool designed to foster complex thinking in higher education students through the evaluation of citizen science projects. It integrates research-based learning and service learning, and helps develop critical and reflective skills by applying them to real-life settings. To assess student engagement and skills development, a mixed methods approach combining qualitative and quantitative analysis was used. Findings indicate that the MAICC model promotes complex thinking, enhances critical thinking through citizen science project evaluation, and features an emphasis on citizen science and educational technology. Discussion highlights citizen science’s important role in education and suggests future research exploring its wider application across disciplines and contexts to enhance 21st century skills.
- Adaptive learning for complex thinking: A systematic review of users' profiling strategies(JSSER, 2024-06-17) Álvarez Icaza Longoria, Inés; Molina Espinosa, José Martín; Suarez Brito, Paloma; https://ror.org/03ayjn504Adaptive learning strategies applied to e-learning have become a relevant approach towards diversity and inclusion. They bring several benefits to learners in the role of digital platform users, related to the user experience, but primarily in the learning process optimization. It aims to provide mediation, tailored content, and adequate channels for users' capabilities and learning styles. The OpenEdR4C is a digital open educational platform designed to expand complex reasoning skills in students and lifelong learners of higher education. The platform addresses five types of learning obstacles: sensory limitations, learning styles, sociodemographic and socioeconomic contexts, and certain kinds of neurodiversity. All these considerations require a dynamic and assertive user profiling strategy to provide compelling adaptive learning experiences. This paper presents a Systematic Literature Review of user profiling strategies published in the last five years in SCOPUS and Web of Science databases. The findings allowed for the identification of successful and applicable strategies that the OpenEdR4C research and development teams used to select and shape the suitable strategy for the platform in three levels: a) procedures that allow the user to self-declare their profile and preferences; b) profiling based on the system's detection of patterns and behaviors shown by the users; and c) evaluation techniques to validate the effectiveness of the profiling instruments. The results and discussion presented are valuable insights for educators, developers in the context of open educational resources design, and decision-makers of HiEd institutions or training centers. There is a suitable strategy for every type of profiling necessity; here is a combination of many to be used and developed collectively.
- Adaptive Learning for Complex Thinking: A Systematic Review of Users' Profiling Strategies(2024) Alvarez Icaza Longoria, Inés; Molina Espinosa, José Martín; Suárez Brito, Paloma; Instituto Tecnológico y de Estudios Superiores de MonterreyAdaptive learning strategies applied to e-learning have become a relevant approach towards diversity and inclusion. They bring several benefits to learners in the role of digital platform users, related to the user experience, but primarily in the learning process optimization. It aims to provide mediation, tailored content, and adequate channels for users' capabilities and learning styles. The OpenEdR4C is a digital open educational platform designed to expand complex reasoning skills in students and lifelong learners of higher education. The platform addresses five types of learning obstacles: sensory limitations, learning styles, sociodemographic and socioeconomic contexts, and certain kinds of neurodiversity. All these considerations require a dynamic and assertive user profiling strategy to provide compelling adaptive learning experiences. This paper presents a Systematic Literature Review of user profiling strategies published in the last five years in SCOPUS and Web of Science databases. The findings allowed for the identification of successful and applicable strategies that the OpenEdR4C research and development teams used to select and shape the suitable strategy for the platform in three levels: a) procedures that allow the user to self-declare their profile and preferences; b) profiling based on the system's detection of patterns and behaviors shown by the users; and c) evaluation techniques to validate the effectiveness of the profiling instruments. The results and discussion presented are valuable insights for educators, developers in the context of open educational resources design, and decision-makers of HiEd institutions or training centers. There is a suitable strategy for every type of profiling necessity; here is a combination of many to be used and developed collectively.
- Adaptive evaluation for barriers elimination: The OpenEDR4C platform(IEEEXplore, 2024) Álvarez Icaza Longoria, Inés; Molina Espinosa, José Martín; Suárez Brito, Paloma; Alvarado Reyes, Ignacio; Tecnologico de Monterrey, Institute for the Future odf Education, Monterrey, Nuevo Leon; https://ror.org/03ayjn504The demands of contemporary work and education environments, embodied in Industry and Education 4.0 paradigms, have caused special attention to reducing the digital and educational gap among marginalized students and lifelong learners. Adaptive learning has become a relevant strategy to increase student engagement as it fosters better inclusion, equity, and learning outcome results. Sustainable Development Goal No. 4, Quality of Education, will be reached when every resource, platform, and program can be accessed by individuals regardless of their background, abilities, or capacities in every moment of their lives. The OpenEDR4C is a digital platform created to offer open educational resources (OERs) to scale up the Complex Thinking mega-competence through social, scientific, and technological entrepreneurship training. The platform is also designed to eliminate barriers in five dimensions across the learning path offered by each student according to a self-declared profile. The framework sets a differentiated pathway for the learning experience built with a decision tree and diverse multichannel educational resources. The pilot implementation of the platform allowed the final development stage to validate the functional platform launch. The findings of this study are a helpful contribution to digital education environment design and conceptualization, as they offer (1) a tool for inclusive and accessible platform conceptualization, (2) a profiling strategy framework for adaptive learning paths, and (3) the identification of classes or groups of users based on their needs and characteristics to offer the corresponding content.
- Financial literacy as a key to entrepreneurship education: a multi-case study exploring diversity and inclusion(MDPI, 2023-11-10) Medina Vidal, Adriana; Buenestado Fernández, Mariana; Molina Espinosa, José Martín; Tecnológico de Monterrey; https://ror.org/046ffzj20; https://ror.org/03ayjn504; Xiaoling, ShuThis article presents the results of the financial literacy assessment of young Mexican students between the ages of 17 and 24 enrolled in public and private institutions in five Mexican cities. This study’s objective was to approach the financial knowledge, behaviors, and attitudes of young Mexicans through focus groups and questionnaires to identify their perceptions of complex thinking and its use for financial products and services. The most relevant findings suggest that (a) most of the young participants in the study use banking services through their parents, (b) there are significant gender differences in financial knowledge and behaviors, (c) critical thinking significantly and positively correlates with financial behaviors and attitudes, and (d) the level of critical thinking predicts financial behavior. There is a need to develop women’s critical thinking to discern between the financial behavior they socially imitate and their capabilities to become more involved in financial issues, thus decreasing the gender gap.
- Policy design for electricity efficiency: a case study of bottom-up energy modeling in the residential sector and buildings(MDPI, 2023-09-22) Sanchez Escobar, Marlene Ofelia; Noguez Monroy, Juana Julieta; Molina Espinosa, José Martín; Escobar Castillejos, David; Ruiz Loza, Sergio; https://ror.org/03ayjn504; https://ror.org/05pd6sh18; Seung-Hoon, YooEnergy models play a crucial role in the domain of energy policy by serving as essential instruments for decision-making. However, a significant limitation of numerous bottom-up energy models (BUEMs) is their empirical design, which hinders their ability to effectively inform policy design. This study presents a structured framework that can be used to improve the effectiveness of behavior, understanding, and engagement measures in the development of BUEMs for enhancing energy end-use efficiency. The model selected for this case study was provided by the Mexican Commission for the Efficient Use of Energy (CONUEE), and it examines the impact of regulatory instruments on the residential sector and residential buildings. The benefits of the proposed framework were successfully demonstrated through a quantitative comparison of real energy models, using and without using the said framework, revealing the advantages of its use. The framework significantly decreases the time required for model generation in various aspects by 59.43%. The obtained results highlight the effectiveness of the framework, and it could enhance the existing knowledge in the sector.
- Facilitating mathematical competencies development for undergraduate students(Frontiers, 2022-06-02) Ruiz Loza, Sergio; Medina Herrera, Linda Margarita; Molina Espinosa, José Martín; Huesca Juárez, Gilberto; Computer Science Department, Tecnologico de Monterrey, Mexico City, Mexico; Institute for the Future of Education, Tecnologico de Monterrey, Mexico City, Mexico; https://ror.org/03ayjn504In this article we show how to facilitate the development of mathematical skills using 3D surface visualization tools and virtual environments in an online, project-based learning context. The “Lumen” software is presented, which is an ad-hoc solution, designed and developed to visualize and combine mathematical surfaces in 3D, based on their associated equations. Several activities were designed with the use of Lumen, to measure the learning gain and problem-solving skills of the students, obtaining that a mean learning gain of 43% was observed on 242 students on the analysis of the pre- and post-tests for the first monitored activity, while a mean learning gain of 30% was observed on 210 students on the analysis of the second monitored activity. Based on these analyses, we make the point that although remote learning in the context of the COVID-19 pandemic poses difficult challenges for learners and professors, the use of ad-hoc technological applications is an important resource that supports the reinterpretation of the learning process, as it shifts the focus to the development of skills through active learning.
- Umbral para proyectos de ciencia ciudadana: el pensamiento complejo como impulsor de desarrollo holístico(UNED, 2022-04-25) Sanabria Zepeda, Jorge Carlos; Molina Espinosa, José Martín; Alfaro Ponce, Berenice; Vycudilíková Outlá, Martina; Instituto Tecnológico y de Estudios Superiores de Monterrey; García Aretio, LorenzoLos proyectos de ciencia ciudadana (CC) han sido impulsados por tecnologías y empoderamiento de las comunidades. Sin embargo, su impacto es impreciso por las dificultades para su seguimiento y estandarización. En particular, el desarrollo del pensamiento complejo de los ciudadanos no figura entre sus objetivos, a pesar del fuerte vínculo con la Educación 4.0 y la formación de ciudadanos comprometidos con la sociedad. Por tanto, proponemos un marco y una tipología para los proyectos de CC a la vez que se introduce el pensamiento complejo. Se empleó la metodología de la Innovación Educativa Basada en la Evidencia (IEBE), desde la perspectiva de la Teoría del Cambio (TdC), revisando los marcos más relevantes, en virtud de la Recomendación de Ciencia Abierta de la UNESCO. Los resultados revelaron: (a) hay una falta de atención al desarrollo de las subcompetencias de la macro-competencia del pensamiento complejo; (b) existe un incremento y desarrollo de marcos de apoyo a la CC; (c) prevalecen marcos de proyectos de CC centrados en los participantes, evaluación -diseño de proyectos y la gestión de datos; (d) inexistencia de marcos de desarrollo basados en TdC de tres dimensiones, Limitada, Umbral y de Ciclo completo; y (e) se propone una tipología para medir el progreso e impacto de los proyectos de CC: Conciencia del contexto, Participación ciudadana, Aprovechamiento de la infraestructura, Innovación tecnológica, Innovación educativa, Alcance y Escala, Creación de redes y Pensamiento complejo. Prevemos que el marco y la tipología propuestos articulados al pensamiento complejo, ampliarán el impacto de las iniciativas de CC de manera integral.
- Open innovation laboratory for rapid realisation of sensing, smart and sustainable products: motives, concepts and uses in higher education(Springer, 2018-08-25) Molina Gutiérrez, Arturo; Miranda Mendoza, Jhonattan; Chavarria Barrientos, Dante; Noguez Monroy, Julieta; Ramírez Cuesta, Juan Miguel; Macías García, Manuel Eduardo; López Caudana, Edgar Omar; Bustamante Bello, Martín Rogelio; Molina Espinosa, José Martín; Ponce Cruz, Pedro; Cortés Serrano, Daniel; https://ror.org/03ayjn504Open Innovation is not a new concept and it is been actively used by different entities to cope with new challenges posed by the evolving society in business, science and education. However, for this last one seems to be poor documentation about how higher education institutions are dealing with it. It is evident that universities are applying concepts like Open Innovation Laboratories, however it is not clear the methodologies or resources they are using. Tecnologico de Monterrey recently created its own laboratory and in this article we present the motives, concepts and uses of it in the context of higher education. Different approaches are made, from the development of core competences concepts to the physical and virtual tools used in the lab. Two study cases are briefly presented in order to illuminate how external actors are collaborating with internal actors in an Open Innovation process.