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Digital environments of education 4.0 and complex thinking:Communicative literacy to close the digital gender gap
(The open University, 2024-02-15) George Reyes, Carlos Enrique; Peláez Sánchez, Iris Cristina; Glasserman Morales, Leonardo David; Tecnológico de Monterrey; https://ror.org/03ayjn504
The gender digital divide (GDD) is a social phenomenon that denies citizens access to technologies, the internet, and the services associated with Education 4.0. Reducing this gap requires communicative literacy, which allows scaling knowledge, skills, and attitudes to create forms of media expression to interact effectively in virtual environments. Education 4.0 is a modern approach to education that focuses on preparing students to thrive in a digital and technological world. Additionally, Education 4.0 is based on three pedagogical principles, including Cyber pedagogy, Heutagogy, and Peeragogy, which emphasize the use of technology, self-determined learning, and collaboration, respectively. A mixed study was conducted with the participation of 124 Mexican students of technical-professional education. The study’s objective was to analyze how they scaled their communicative literacy and complex thinking through a formative experience based on the pedagogical framework of Education 4.0 in digital environments called metaverses to bridge the GDD in Mexico. Quantitative results show only significant differences in systemic thinking (z = –2.113, p = 0.035 < 0.05), where women had a slightly higher mean (M = 25.36) than men (M = 25.11). Qualitative results support the finding of women excelling in systemic thinking, as participants expressed comments related to systemic thinking (90%). This suggests that immersive digital environments can effectively enhance communicative literacy and complex thinking. Additionally, they can be spaces where both women and men achieve similar levels of digital literacy.
The metaverse and complex thinking:opportunities, experiences, and future lines of research
(Frontiers, 2023-05-25) George Reyes, Carlos Enrique; Peláez Sánchez, Iris Cristina; Glasserman Morales, Leonardo David; López Caudana, Edgar Omar; https://ror.org/03ayjn504; Hussain, Sajjad
Research trends about the Metaverse have increased in recent years due to its potential to create immersive realities, where complex thinking becomes relevant as an ability to promote emerging ways to understand and explain the different realities that comprise a digital society. Although some investigations allow us to know both topics’ concepts and applications, scientific literature production about them is scarce. In this work, we conducted a systematic review of the literature (SLR), analyzing 234 publications from various databases, including Scopus and Web of Science, to understand how studies about the Metaverse overlap with the components of complex thought. The results showed that there has been extensive exploration of the Metaverse since 2022. The prevalence of the Metaverse aligns with the design of algorithms and retail sales, and it primarily correlates with virtual reality technology. Likewise, various reference frameworks and taxonomies have been designed to explain the operation of the Metaverse in different formative spaces. We concluded that examining the Metaverse from the perspective of critical, systemic, scientific, and innovative thinking can open lines of research that affect the knowledge of immersive technologies and the evolution of disruptive digital ecosystems.

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