Artículo

Search Results

Now showing 1 - 2 of 2

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/05xwcq167
In 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.
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/01fh86n78
Sustainability 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.

Artículo

Browse

Filters

Settings

Sort By

Results per page

Search Results