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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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- Driving complex thinking and technological entrepreneurship with artificial intelligence: a mixed methods study.(Elsevier, 2025-09) Álvarez Icaza Longoria, Inés; Martínez Arboleda, Antonio; Miranda Mendoza, Jhonattan; Suárez Brito, Paloma; Ramírez Montoya, María Soledad; Tecnológico de Monterrey; Xiaoyang ZhouAI technologies offer unique capabilities that enhance collaboration and creativity among students by providing novel insights, generating diverse perspectives, and triggering the development of innovative thinking as a sub-competency of the mega-competency of complex thinking. Regarding entrepreneurial skills development, applying AI-powered tools, such as natural language processing on digital educational platforms, allows student to engage in dynamic ideation processes for entrepreneurial projects with social, technological, and scientific approaches. This article explores the application of artificial intelligence (AI) as a valuable resource for fostering creative idea generation within co-creation strategies for university students. In a mixed-method analysis, we obtained valuable information regarding engagement through co-creation approaches. This paper describes the early implementation stages of the introductory course in technological entrepreneurship, applying the educational platform OpenEdR4C in a hybrid workshop with a group of 20 students in a public higher education institution in central Mexico, this being the first group of >900 people reached during 2024. The findings show that (a) the students are prone to use and explore AI tools in a natural and immediate manner, (b) interdisciplinary collaboration was effectively promoted through co-creation strategies, and (c) training the tool is crucial to keep engagement and ideas fluency. This is a contribution to the exploration to open new opportunities for interdisciplinary collaboration, experiential learning, and knowledge co-production, ultimately empowering students to develop innovative solutions to complex societal challenges.
- Data analysis in factors of social entrepreneurship to design planning tools in complex thinkin(Science Direct, 2023-08-22) Ibarra Vázquez, Gerardo; Ramírez Montoya, María Soledad; Miranda Mendoza, Jhonattan; https://ror.org/03ayjn504This work presents the results of an exploratory pilot that analyzes the factors that influence self-reported social entrepreneurship competency and previous family backgrounds that might positively influence the development of the set of sub-competencies of complex thinking. It has been observed that individuals who put into practice the competencies that make up complex thinking perform better in overcoming the challenges of generating social value in contemporary society. Data were collected from a convenience sample of 47 students attending a private Higher Education Institution in Mexico using the “Profile of the Social Entrepreneur Instrumentóó. The data analysis comprised 1) validation of the instruments reliability, 2) tendencies and the frequency distribution of the data, 3) grouping by entrepreneurial family background, 4) the principal component analysis and 5) a clustering analysis. Our results support that forming Complex Thinking competencies for social entrepreneurship is not directly influenced by previous family experiences. Still, they recognize that these experiences are relevant in helping students become familiar with entrepreneurship-related issues. This paper empirically supports the hypotheses that social entrepreneurship experiences affect the correlations between social innovations and resolving complex global public problems.
- Research foresight in bridging open science and open innovation:overview based on the complex thinking paradigm(Elsevier, 2023-08-06) Sanabria Zepeda, Jorge Carlos; Cruz Sandoval, Marco Antonio; Moreno Romo, Athziri; Bosch Gomez, Sofia; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504Open innovation benefits from access to cutting-edge discoveries to increase their transformation into tangible applications for the benefit of society. Improving research quality has been proposed as a primary objective of open science by the United Nations, to increase science reproducibility, impact, and trust, leading to robust decision-making and policies. However, opening access to data and processes is insufficient for researchers to achieve open innovation in the context of globalization, for example, by gathering insights from external and internal sources. Developing the appropriate mindset to manage complexity and generate synergy among researchers in academia, industry, and the government is essential to catalyze knowledge and transform it into relevant innovations for society. To gain insights into the roles and challenges of researchers aiming to bridge the gap between open science and open innovation, a decade-plus Mapping Literature Review was conducted based on the complex thinking paradigm. Complex thinking allows for novel connections of the information collected through open science and open innovation, considering different forms of engaging with alternative means of knowledge creation that may promote innovative and critical thinking. The findings revealed: a) broad positioning of the terms in the European Union; b) open access and open data as current driving themes; c) a constant trade-off between the terms “open data” and “information protection”; d) lack of studies on researchers’ complex thinking to help them manage openness; e) absence of the environmental helix in the initiatives; and (f) challenges in innovative communication and collaborative practices among public and private entities. Overall, we identified an opportunity to develop researchers’ complex thinking such that the openness of information becomes a shared responsibility among partners across multiple helices. This shared responsibility can have methodological implications that permeate how open science and open innovation are theorized and, in practice, facilitate the development of fundamental collaborative research procedures.
- Complex thinking through a Transition Design-guided Ideathon: testing an AI platform on the topic of sharing economy(2023-05-30) Sanabria Zepeda, Jorge Carlos; Castillo Martínez, Isolda Margarita; González Pérez, Laura Icela; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504This proof-of-concept study of an AI-based platform aimed to integrate a sequence of activities into the design of an online platform to assess the development of complex thinking competency in higher education students.
- Educational innovation with alternative credentials as a driver of the digital transformation of the university:a case study in Latin America(The Open University, 2023-05-24) Farías Gaytán, Silvia Catalina; Ramírez Montoya, María Soledad; Aguaded Gomez, Jose Ignacio; https://ror.org/03ayjn504; https://ror.org/03a1kt624The dynamics of change in the work environment are becoming more dizzying, given that adopting new technologies generates new knowledge and jobs. This research analyzed a case study of a Mexican university implementing alternative credentials. The method was instrumental case study research, with exploratory and descriptive categories, applying three instruments: documentary analysis of alternative credential programs, a questionnaire, and interviews with the experts involved in designing and delivering alternative credentials. In this case, the implementation of alternative credentials coincided with the reference frameworks of the European Union and the province of Ontario, Canada. Their frameworks mention the vision and institutional mission of alternative credentialing for the value offered, its definition, operation, award processes, accreditation, and quality. The case provides data for interested higher education institutions, such as why to do it, the strategy to follow, the added value offered, the elements that define it and its design, the assessment process and assignment, the timing of accreditation, and where it is recognized. This research contributes recommendations for defining and managing alternative credentials to serve as a reference for other universities interested in incorporating technology-supported educational innovations.
- Active learning and education 4.0 for complex thinking training: analysis of two case studies in open education(Springer, 2023-01-25) Ramírez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Buenestado Fernández, Mariana; Instituto Tecnológico y de Estudios Superiores de MonterreyThis article focuses on empirically analyzing the final products designed by 147 academics from 11 countries who participated in an international open education movement workshop by answering the research questions “What are the technopedagogical components of the products designed by the participants to encourage the open educational movement? and what practice of the open educational movement is being executed?” The article starts with a conceptual basis that describes the concepts of Active learning, Education 4.0, Complex Thinking and Open Education. It presents (1) the case study methodology on which this research is based, (2) two case studies on open education, (3) a game‑based intervention proposal to support instructors in training university students in complex thinking skills based on Education 4.0 technologies and game‑based learning principles, (4) and a discussion of the findings and opportunities for further work in the area. The findings of this study reveal that (A) the use of emerging and 4.0 technologies in initiatives of the open education movement continue to increase; (B) most of the open education initiatives designed by academics participating in the workshops were focused on the production of OER; and (C) inclusive access to education and continuing professional development of teachers is a constant concern addressed in open education initiatives. The results of this research suggest that training and development interventions implying the creation or design of open education initiatives should focus on encouraging all kinds of open education practices (i.e. use, production, dissemination and mobilization)
- Complex thinking in interdisciplinarity:an exploratory study in latin american population(2023) Sanabria Zepeda, Jorge Carlos; Ramírez Montoya, María Soledad; García Peñalvo, Francisco José; Cruz Sandoval, Marco Antonio; https://ror.org/03ayjn504In the context of Latin America, there are few studies that analyze complex thinking linked to disciplinary analysis. In this sense, locating the characteristics promoted by the different disciplines presents an opportunity to scale higher order competencies such as those of complex thinking. This article aims to show the results of a study that seeks to show the perception of complex thinking competence in young university students in the Latin American context. A multivariate descriptive statistical analysis has been carried out. Among the main findings we identified that there is a higher degree of perception of male students in Latin America on complex thinking competence and that this pattern is found in most of the countries in the sample.
- Eliciting complex thinking through open educational resource projects(Association for Social Studies Educators (ASSE), 2022-12-29) Suárez Brito, Paloma; López Caudana, Edgar Omar; Baena Rojas, José Jaime; Ramírez Montoya, María Soledad; Instituto para el Futuro de la Educación, Tecnológico de MonterreySince the COVID-19 pandemic, the use of Open Educational Resources (OERs) has increased due to its advantages for academic activities and educational quality. Hence, Higher Education Institutions (HEIs) have sought to develop strategies to promote curricular and extracurricular activities that favor developing disciplinary and transversal competencies such as complex thinking and its meta-competencies: critical, systemic, scientific, and innovative thinking, oriented to favor problem-solving among students and the academic community. The main objective of this study was to analyze how using OERs in virtual education can promote the development of complex thinking as a transversal competency in higher education. We analyzed the content of 65 educational projects in a webinar aimed at promoting the adoption of OERs in the professional practice of the educational community. Each project had to comply with specific requirements, from the project's identification and description to measuring and evaluating the results and its impact and added value. Once all the projects were reviewed, the responses were classified into defined categories for better presentation; the sub-competency of complex thinking promoted by each project element was identified qualitatively. The results highlight how an OER can, through concrete activities, elicit complex thinking and its sub-competencies in higher education. The present study adds new evidence to the literature regarding boosting OERs as a tool to develop competencies aligned with UNESCO recommendations and contribute to fulfilling the Sustainable Development Goals in education.
- Social entrepreneurship education: Changemaker training at the University(Emerald, 2021-10-19) García González, Abel; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyThis study aims to contribute to the body of scientific knowledge about teaching and promoting social entrepreneurship in Higher Education Institutions (HEIs) based on a measurement before and after concluding an educational experience. It tests hypotheses to draw conclusions from analyzing the pre and post-test results of three study cases with different training experiences, to know the characteristics of the 304 participants. The study indicated that incorporating transversal social entrepreneurship projects in various courses resulted in students feeling more capable regarding their social entrepreneurship potential. The study presents the analysis of social entrepreneur training in three different curricular study cases. The information obtained adds value to social entrepreneurship education research that takes social entrepreneurship beyond business schools.
- The core components of education 4.0 in higher education: Three case studies in engineering education(2021-06-28) Miranda, Jhonattan; Navarrete, Christelle; Noguez, Julieta; Molina, Arturo; Ramírez Montoya, María Soledad; Bustamante Bello, Martín Rogelio; Rosas Fernández, José Bernardo; Navarro Tuch, Sergio Alberto; Molina Espinosa, José Martin; Instituto Tecnológico y de Estudios Superiores de MonterreyTechnological progress and its rapid evolution have positively affected the industrial sector and different productive/service sectors. One of the service-sectors that have benefited the most has been Education. In this sector, the implementation of current and emerging technologies combined with innovative pedagogical procedures and best practices is known as Education 4.0, which, in this paper, is described and mapped according to the well-known periods of the four industrial revolutions and related to higher education. Likewise, four core components of Education 4.0 to be used as a reference for the design of new projects in educational innovation are proposed (i) Competencies, (ii) Learning Methods, (iii) Information and Communication Technologies, and (iv) Infrastructure. Finally, three case studies applied to Engineering Education illustrate how the proposed components are considered in educational programs' designs.