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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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Global insights in giftedness research: mapping current characteristics and challenges
(2024-09-17) Quintero Gámez, Lorena Alicia; Sanabria Zepeda, Jorge Carlos; Tecnologico de Monterrey; https://ror.org/03ayjn504; Tarman, Bulent
Identifying gifted students in today’s complex context requires precision in both the definition of the concept and its constituent characteristics. However, there are discrepancies worldwide in the instruments established to diagnose gifted students. This study undertook a systematic literature review (SLR) to identify the most representative characteristics of this profile. A database of 676 articles from Scopus and WoS was analyzed, of which 37 were screened for further study using a content analysis approach. The study aimed to answer two research questions: (1) What are the prevailing characteristics of research on giftedness? (2) What are the challenges and barriers to current research and practice in gifted research? These inquiries were addressed through a series of disaggregated questions divided into four categories: publication metrics, study methodology, identification and support of giftedeness, and technology used. The main findings were a) the lack of standardized measures for identifying gifted individuals; b) the important role of teacher training in identifying and supporting gifted profiles; and c) the inherent limitations of research on giftedness, which constrain the generalizability of its findings. It was concluded that emotional intelligence plays a critical role in giftedness. Key challenges identified include discrepancies in giftedness identification instruments and the impact of cultural and socio-economic factors on gifted education.
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 A
As 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.
eComplexity: psychometric properties to test the validity and reliability of the instrument
(ERIC, 2024-07) Castillo Martínez, Isolda Margarita; Velarde Camaqui, Davis; Ramírez Montoya, María Soledad; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504
Reasoning for complexity is a fundamental competency in these complex times for solutions to social problems and decision-making. The purpose of this paper is to demonstrate the validity and reliability of the eComplexity instrument by presenting its psychometric properties. The instrument consists of a Likert-type scale questionnaire designed to measure college students' perceptions of their mastery levels of complex reasoning competency as well as the subcompetencies that comprise it. The instrument was applied to higher education students in different countries of Latin America and Spain. The questionnaire articulates four types of thinking: systemic, scientific, critical and innovative and consists of 25 items. The methodology used was instrumental and psychometric, which seeks to demonstrate the validity and reliability of the eComplexity questionnaire. The results obtained from the research were as follows: The exploratory factor analysis indicated a Kaiser-Meyer-Olkin index (KMO) > .80, a significance of p< .05 and a Cronbach's Alpha value of 0.93. Likewise, a Confirmatory Factor Analysis was carried out and was possible to corroborate the internal structure validity of the instrument. In addition to Cronbach's Alpha coefficient, McDonald's Omega, and Guttman's Lambda coefficients were calculated to calculate reliability. With the results obtained it was possible to conclude that the instrument is valid and reliable, can be used in various university contexts to support integrated training necessary to address current challenges and contribute to educational research. It is recommended for future studies that the research can be expanded by using an instrument that can move from perceptual terms to measuring levels of complex reasoning mastery, but it is valuable to contrast with the students' perception to have a broader vision.
Enhancing STEAM education through augmented reality: the EduAR open platform experience
(Frontiers, 2024-05-27) Velarde Camaqui, Davis; Celaya Ramirez, Rosario; Contreras Fuentes, Yéssica Betzabe; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504; https://ror.org/0297axj39
Quality education is pivotal for fostering innovation and development, with Augmented Reality (AR) offering transformative learning experiences. The absence of open-access platforms for AR resources hinders the democratization of educational technology. This study introduces EduAR, an open-access platform designed to provide validated AR resources for STEAM education, aiming to enhance learning processes and promote equitable access to quality education. Employing a mixed-methods approach, the platform’s usability was assessed using the System Usability Scale (SUS), where it achieved a high usability score, highlighting its user-friendliness and effectiveness. Additionally, qualitative feedback through focus groups provided insights into the platform’s impact on learning engagement and skill development. The study yielded the following findings: (a) Incorporating AR in STEAM disciplines through an open validated platform is an effective strategy for enriching learning and teaching processes; (b) The EduAR platform allows effective adoption due to its high usability and accessibility; (c) Design-Based Research is useful when looking to improve an AR educational platform; (d) EduAR is a valuable tool for providing equitable access to quality educational resources; and (e) EduAR promotes problem-solving and critical thinking among students. This comprehensive research underscores the potential of EduAR in enhancing educational outcomes, establishing a solid foundation for future advancements in educational technology and open educational resources (OER). Its benefit is foreseen for both teachers and researchers interested in the implementation of AR in courses within the framework of openness.
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/03ayjn504
Training 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.
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/02f40zc51
In 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.
AI platform model on 4IR megatrend challenges: complex thinking by active and transformational learning
(Emerald Publishing Limited, 2024-02-06) Olivo Montaño, Pamela Geraldine; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504
The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work.
Identificación de alumnos con altas capacidades como estrategia para incrementar el capital humano de México
(Universidad Autónoma de Yucatán, 2024-01-20) Quintero Gámez, Lorena Alicia; Sanabria Zepeda, Jorge Carlos; Tecnológico de Monterrey; https://ror.org/03ayjn504; Sánchez-Escobedo, Pedro; Alcocer Vázquez, Eloisa; Beltrán Poot, Augusto; May Ayuso, Francisco
En México la educación ha evolucionado a ser más inclusiva con relación a los alumnos con altas capacidades, quienes requieren especial atención. Padres de familia, psicólogos y docentes se han involucrado en el diagnóstico oportuno de estos alumnos. El objetivo de este artículo es abordar la relevancia de identificar alumnos con altas capacidades como una estrategia para fortalecer el capital humano de un país. Se destaca la importancia de políticas educativas que contemplen la atención específica a estos alumnos. Se exploran las características asociadas a las altas capacidades, incluyendo sus habilidades personales, creatividad e intereses, y las investigaciones realizadas sobre este tema en el país. Además, se examinan los beneficios de una identificación temprana y las posibles soluciones para superar los desafíos asociados con este proceso, así como las razones por las cuales se debe invertir en la educación de esta población para lograr una mejora en el capital humano. En conclusión, se deriva que, aunque existen esfuerzos para identificar alumnos con alta capacidad, no existen ni políticas, ni procedimientos sistemáticos para su identificación oportuna. Las implicaciones para la calidad educativa se discuten a raíz de los resultados.
Prospective narratives on global issues: An AI-based pedagogical model for assessing complex thinking
(OmniaScience, 2024) Sanabria Zepeda, Jorge Carlos; Olivo Montaño, Pamela Geraldine; Artemova, Inna; Argüelles Cruz, Amadeo José; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/043xj7k26; https://ror.org/059sp8j34
This study proposes a pedagogical model for the creation and development of case studies, following a narrative scheme, that will allow the challenges and issues surrounding the megatrends of the 4th Industrial Revolution, specifically with the megatrend "People and the Internet". This proposal will be framed in an online learning environment, it has been designed as the second stage of the educational platform that will guide university students in the process of an ideathon to address the megatrends of the 4th Industrial Revolution. The aim of designing a model for creating case studies related to the megatrends is to foster complex thinking in university students, especially innovative thinking as one of the sub-competences of complex thinking. Fostering complex thinking highlights the importance of cognitive, practical and adaptive skills to address interdisciplinary challenges. The Design Process and Practice methodology and the case study methodology itself were used to develop the narrative case study design model. The outcome of this study adds a tangible dimension that enriches the debates on education and complex systems thinking in the context of the Fourth Industrial Revolution.
Citizen science as a relevant approach to the challenges of complex thinking development in higher education: mapping and bibliometric analysis
(Springer Nature, 2024) Alfaro Ponce, Berenice; Durán González, Rosa Elena; Morales Maure, Luisa; Sanabria Zepeda, Jorge Carlos; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/031f8kt38; https://ror.org/0070j0q91
Educational strategies have undergone significant transformations in an era marked by rapid globalization, advancements in communication technologies, and challenges like the COVID-19 pandemic. Amid these changes, Citizen Science (CS) has gained prominence as an innovative educational approach, particularly in fostering complex thinking skills necessary to navigate contemporary global trends. This study aims to fill the knowledge gap regarding the effectiveness of CS projects in developing complex thinking competencies within higher education. Through a bibliometric analysis of 28 Scopus-indexed articles from 2000 to 2022, this research maps the landscape of CS as an educational strategy and evaluates its alignment with complex thinking development. The analysis indicates a strong link between CS projects and the enhancement of complex thinking and its sub-competencies. It demonstrates that CS initiatives have successfully achieved their educational objectives, substantially enriching the learning experience. Furthermore, the research highlights a growing trend in applying CS for educational purposes. These findings suggest that CS can be a valuable component of higher education curricula, offering a practical method for developing critical competencies in students. The study underscores the potential of CS to contribute meaningfully to the evolution of pedagogical practices and provides a foundation for future research to build upon, particularly in the context of higher education’s response to global educational demands.

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