Artículo
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.
Browse
Search Results
- Co-designing a financial literacy videogame: A participatory research-based approach in complex scenarios(ESIC 2024, 2024-10-13) Ramírez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Villalba Condori, Klinge Orlando; https://ror.org/03ayjn504This study examines the co-design of a financial literacy videogame as a pedagogical innovation aimed at fostering sustainable economic principles among university students. The co-design process and game development is informed by the needs and preferences of its end-users to ensure the game's educational content is relevant and impactful. This methodology brings together learners, educators, and game developers to co-design a financial literacy video game integrating educational technology and e-learning principles to create an inclusive, engaging learning environment. By simulating real-world financial dilemmas within the game's narrative, players experience firsthand the consequences of their choices, encouraging critical reflection on their personal and collective financial behaviors. Players navigate complex financial scenarios, promoting strategic thinking and responsible decision-making. The effectiveness of the game was assessed using a mixed-methods approach, evaluating financial knowledge, attitudes, and behaviors. Findings indicate participants demonstrated marked improvements in financial knowledge, and decision-making skills. The paper discusses the implications of these results, the potential of gamification in learning complex subjects, and the advantages of participatory design in creating meaningful educational experiences.
- Complex thinking model with sustainable development goals: Analysis with scenario-based learning for future education(EnPress Publisher, 2024-07-29) Rodés Paragarino, Virginia; Ramírez Montoya, María Soledad; Morales Maure, Luisa; Rosales Cisneros, Ricardo; https://ror.org/03ayjn504; https://ror.org/0070j0q91; https://ror.org/05xwcq167In the present and future of education, fostering complex thinking, especially in the context of the Sustainable Development Goals (SDGs), is critical to lifelong learning. This study aimed to analyze learning scenarios within the framework of a model that promotes complex thinking and integrated design analysis, to identify the contributions of linking design models to the SDGs. The research question was: How does the open educational model of complex thinking link to the SDGs and scenario design? The analysis examined a pedagogical approach that introduced 33 participants to the instructional design of real-life or simulated situations to develop complex thinking skills. The categories of analysis were the model components, the SDGs, and scenario designs. The findings considered (a) innovative design capacity linked to SDG challenges, (b) linking theory and practice to foster complex thinking, and (c) the critical supporting tools for scenario design. The study intends to be of value to academic, social, and business communities interested in mobilizing complex thinking to support lifelong learning.
- Tecnologías abiertas e inclusivas en la complejidad del futuro de la educación: diseño de modelo basado en investigación(Facultad de Ciencias de la Educación, 2024-07-18) Ramírez Montoya, María Soledad; Álvarez Icaza Longoria, Inés; Weber, Joanne; Casillas Muñoz, Fidel Antonio Guadalupe; https://ror.org/03ayjn504Los entornos cambiantes plantean retos para la formación y, de manera muy especial, para la inclusión educativa de personas con dificultades auditivas y visuales. ¿De qué forma la educación abierta y las tecnologías digitales y flexibles pueden aportar vías para inclusión en el marco de la complejidad? El objetivo del estudio fue analizar posibilidades de educación abierta y tecnologías, por medio de identificar prácticas actuales, retos y posibilidades, con miras a proponer un modelo inclusivo y abierto en el marco de la complejidad para el futuro de la educación. El método fue diseño basado en investigación, donde se aplicaron cuestionarios a 390 participantes en el contexto de un programa de educación abierta e inclusiva. El análisis de datos dan cuenta de (a) prácticas actuales como libros electrónicos, cursos formativos y lenguaje de señas; (b) identificación de los retos de recursos educativos abiertos (REA) de calidad, políticas de apoyo a la inclusión y diversidad, y modelos de sostenibilidad de los REA, para desarrollar materiales digitales accesibles y abiertos, y (c) los componentes de un modelo educativo abierto para la inclusión que contempla elementos estratégicos para el futuro de la educación y tecnologías emergentes e innovadoras. El estudio pretende ser de valor para profesores, formadores, desarrolladores, tomadores de decisiones, interesados en nuevas posibilidades para la educación abierta e inclusiva.
- Financial literacy to develop complex thinking skills: quantitative measurement in mexican women entrepreneurs(Frontiers, 2024-07-03) Bayly Castañeda, Karla Patricia; Ramírez Montoya, María Soledad; Erdély Ruiz, Arturo; Montoya Bayardo, Miguel Angel; https://ror.org/03ayjn504; https://ror.org/01tmp8f25; Kristiawan, MuhammadThe objective of the study was to validate the construction of a financial literacy measurement instrument aligned with complex thinking competencies in Mexican women entrepreneurs. By means of the construct validation method, the content was validated by expert judgment, validation by exploratory and confirmatory factor analysis, as well as internal consistency by means of a pilot test applied to a sample of 189 participants. A highly valid and reliable version was obtained, organized in four dimensions with a total of 23 items. This study examines and estimates the determinants of financial literacy for the first time under the light of complex reasoning.
- Expanding horizons for the future with an open educational model for complex thinking: external and internal validation(Emerald insight, 2024-04-24) Ramírez Montoya, María Soledad; Portuguez Castro, May Iliana; https://ror.org/03ayjn504The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good.
- Exploring complex thinking in latin american universities: comparative analysis between programs and alternative credentials(Taylor @ Francis Online, 2024-03-17) Ramírez Montoya, María Soledad; Quintero Gámez, Lorena; Sanabria Zepeda, Jorge Carlos; Portuguez Castro, May Iliana; https://ror.org/03ayjn504Training the high-order competency of complex thinking encompasses addressing its sub-competencies of critical, innovative, scientific and systemic thinking. In this framework, how do the practices of reasoning for complexity in Latin American institutions differ from other regions? This study focused on comparing training practices that promote complex thinking in national and international educational entities through analysis of their programs and alternative professional credentials to identify best educational practices. The comparative education method benchmarked the selected institutions and compared the best educational practices. The four categories of analysis were the philosophical, theoretical, and political components and the educational process. A significant-document analysis was applied to publications found on the websites of 19 educational institutions, and the data were triangulated. The findings accounted for (a) educational institutions seeking to educate individuals who can improve the quality of life in society and contribute to sustainable development, (b) educational practices aimed at developing complex thinking competencies and lifelong learning as essential for new educational models, (c) the collaboration of researchers, faculty, and other stakeholders, and appropriate tools for formative assessment, promoting the development of complex reasoning competencies in changing environments, and (d) educational processes focused on developing high skills, innovation, and digital transformation as essential for designing the future of education. This study is intended to be of value to managers, decision-makers, professors, researchers, and society interested in creating new programs to develop high-level capabilities, such as complex thinking.
- Inclusive digital education on open platforms:A case study of the complexity of the future of education(2024-03-13) Ramírez Montoya, María Soledad; Weber, Joanne Catherine; Cox, Glenda; Tenorio Sepúlveda, Gloria Concepción; https://ror.org/03ayjn504; https://ror.org/0160cpw27; https://ror.org/03p74gp79Open education platforms can be a valuable bridge supporting inclusive education. This article reports an international open education program conducted within the context of COVID-19. The guiding question was: What challenges lie ahead in the future of education, allowing open platforms to facilitate an inclusive digital education that considers special educational, contextual, and diverse learning needs? A case study involved 959 participants in five webinars. The results reported: (a) challenges facing open platforms for inclusive education, (b) current open practices for inclusion, (c) production of open educational resources for inclusion, (d) processes necessary for the production of open platforms, and (e) institutional requirements for inclusive digital education. The study is interest to academic, scientific, governmental, and societal communities and designers, computer developers, and decision-makers interested in educational practices promoting digital equity and inclusive education.
- Cultivating higher order competencies:Complex thinking in latin american university context(Springer Link, 2024-02-14) Sanabria Zepeda, Jorge Carlos; Ramírez Montoya, María Soledad; García Peñalvo, Francisco José; Cruz Sandoval, Marco Antonio; https://ror.org/03ayjn504; https://ror.org/02f40zc51In the rapidly evolving context of Education 4.0, the urgency to cultivate complex cognitive competencies is increasingly paramount, especially within the multifaceted educational landscape of Latin America. Despite this, there exists a paucity of scholarly inquiry investigating the nuanced perceptions of these competencies across various academic disciplines, genders, and nationalities within the region. To address this research gap, the present study offers an exhaustive multivariate descriptive statistical analysis, examining the perceptions of complex cognitive skills among undergraduate students in Latin America. Drawing upon a sample of 150 students from diverse Latin American nations, the investigation reveals marked disparities in the perception of complex cognitive competencies as a function of gender, academic discipline, and nationality. Specifically, male students consistently reported a higher self-assessment of their complex cognitive abilities compared to their female counterparts, a trend that was observed across multiple nations. Additionally, students enrolled in social science programs exhibited higher self-ratings of their competencies compared to those in technology-oriented disciplines, thereby underscoring the necessity for pedagogical refinements in curriculum design. Conducted under the rigorous ethical supervision of the R4C Interdisciplinary Research Group and the Institute for the Future of Education (IFE) at Tecnologico de Monterrey, this study not only provides invaluable insights for educators seeking to enhance their pedagogical approaches but also establishes a foundation for subsequent research in this critically underexplored area.
- 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.
- AI-Based platform design for complex thinking assessment: a case study of an ideathon using the transition design approach(Taylor @ Francis Online, 2023-11-28) Sanabria Zepeda, Jorge Carlos; Alfaro Ponce, Berenice; Argüelles Cruz, Amadeo; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; https://ror.org/059sp8j34Emerging Artificial Intelligence-enhanced technology platforms in education warrant attention to exploring new learning strategies and dynamics. Keeping up with the accelerating momentum to bring classic traditional learning activities to Artificial Intelligence-supported platforms may unbalance the interest in developing the participants’ higher-order thinking. This article presents case study research of an Artificial Intelligence-based technological platform to measure complex thinking traits of higher education participants in an Ideathon learning scenario. The didactical strategy was grounded in the Transition Design approach, with Sharing Economy as the challenge. An overview of the process for developing Artificial Intelligence-supported activities, the challenges and risks identified in the development, and a classification model and enhancements for future implementation in a subsequent pilot are presented. The findings set a guideline for balancing Artificial Intelligence-powered educational activities and the development of the participants’ complex thinking.
