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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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- Examining the level of perceived achievement of complex thinking competency in health sciences students and its relevance to the graduate profile(Elsevier, 2024-06) Suárez Brito, Paloma; Vázquez Parra, José Carlos; López Caudana, Edgar Omar; Buenestado Fernández, Mariana; Instituto para el Futuro de la Educación, Tecnológico de Monterrey; https://ror.org/03ayjn504This article presents the findings of a study conducted on health sciences students in their last semester of training regarding their perceived achievement of the complex thinking competency and its sub-competencies. The objective was to gain insight into how these students perceive the cognitive competencies and skills acquired during their university career as relevant to meet the challenges of their future professions. This study contrasts the perception of achievement of complex thinking competence by gender of the participants, as well as compared to students from other disciplines, with the intention of identifying significant differences. This competency's selection lies in its relevance to decision-making when facing problems, which is fundamental for any contemporary professional. This study relied on a representative convenience sample of graduating candidates from a university in western Mexico. Methodologically, the researchers used descriptive analyses and a validated instrument. The results indicated that the sample students' perceived achievement was very high and balanced, i.e., no significant differences existed by gender or the perception of their sub-competencies. This study revealed a significant difference compared to other disciplinary areas; the medical and health sciences graduate candidates' perceived achievement of competency development was higher.
- Adaptive evaluation for barriers elimination: The OpenEDR4C platform(IEEEXplore, 2024) Álvarez Icaza Longoria, Inés; Molina Espinosa, José Martín; Suárez Brito, Paloma; Alvarado Reyes, Ignacio; Tecnologico de Monterrey, Institute for the Future odf Education, Monterrey, Nuevo Leon; https://ror.org/03ayjn504The demands of contemporary work and education environments, embodied in Industry and Education 4.0 paradigms, have caused special attention to reducing the digital and educational gap among marginalized students and lifelong learners. Adaptive learning has become a relevant strategy to increase student engagement as it fosters better inclusion, equity, and learning outcome results. Sustainable Development Goal No. 4, Quality of Education, will be reached when every resource, platform, and program can be accessed by individuals regardless of their background, abilities, or capacities in every moment of their lives. The OpenEDR4C is a digital platform created to offer open educational resources (OERs) to scale up the Complex Thinking mega-competence through social, scientific, and technological entrepreneurship training. The platform is also designed to eliminate barriers in five dimensions across the learning path offered by each student according to a self-declared profile. The framework sets a differentiated pathway for the learning experience built with a decision tree and diverse multichannel educational resources. The pilot implementation of the platform allowed the final development stage to validate the functional platform launch. The findings of this study are a helpful contribution to digital education environment design and conceptualization, as they offer (1) a tool for inclusive and accessible platform conceptualization, (2) a profiling strategy framework for adaptive learning paths, and (3) the identification of classes or groups of users based on their needs and characteristics to offer the corresponding content.
- Critical thinking and student well-being: An approach in university students(MDPI, 2023-11-06) Vázquez Parra, José Carlos; Suárez Brito, Paloma; Alonso Galicia, Patricia Esther; Echaniz Barrondo, Arantza; https://ror.org/03ayjn504; https://ror.org/00ne6sr39Human well-being is a dynamic and changing concept as it depends on personal, social, cultural, and political factors and varies over time according to individual circumstances. Therefore, it is essential to address this issue from a comprehensive and multidisciplinary approach, seeking that individuals, from an early age, manage to develop skills and attitudes that allow them to achieve a balance in their lives. This article presents the results of the measurement of students’ perceived achievement of the competence of complex thinking in a subject focused on human development. Specifically, the research sought to identify whether there is a relationship between the level of critical thinking and the acquisition of skills associated with human well-being. The selection of critical thinking is based on the fact that this cognitive ability is one of the subcompetencies included in complex thinking. The sample was a group of university students from different disciplines and educational levels. Methodologically, descriptive analyses were made on the means of students’ responses to a validated instrument measuring the perceived achievement of complex thinking competency and its subcompetencies and the final evaluations of the students’ course. In conclusion, an improvement in the perception of achievement of complex thinking competency and its subcompetencies is demonstrated in the students, with critical thinking that achieved the best means, its increase being significant for the whole group and for women but not for men. In this sense, although it was not possible to demonstrate a statistically significant relationship between the development of this subcompetency and the acquisition of tools associated with well-being, data showing a possible association between these elements were obtained.
- Information communication technologies, artificial intelligence, and social robotics:a complex-thinking vector in higher education?(Journal of Social Studies Education Research (JSSER), 2023-06-21) Baena Rojas, José Jaime; Castillo Martínez, Isolda Margarita; Mendez Garduño, Juana Isabel; Suárez Brito, Paloma; López Caudana, Edgar Omar; https://ror.org/03ayjn504Various technological devices, especially information communications technologies (ICTs), have become increasingly remarkable in higher education to help develop students' skills and qualifications. Considering this trend, supported by several academic theories, this paper proposes a breakthrough guidebook for universities and other scholastic environments based on reasoning-for-complexity using mainly artificial intelligence (AI) and social robotics (SR). The current research provides the instructions to follow in a real class supported by AI and SR with a precise compendium of steps. On the one hand, this is done by reviewing previous studies on educational processes with AI and SR and synthesizing their findings to draw out common themes from the literature. These topics are categorized into clusters in the form of guiding questions that professors can use to prepare their classes. On the other hand, it describes the students' steps for completing the activities. These were developed with previous forms to establish different profiles and apply custom-made assessment activities. The final part of this paper involves a set of reflections regarding these two technological resources (AI and SR) to demonstrate their utility in education.
- Social entrepreneurship, complex thinking, and entrepreneurial self-efficacy: correlational study in a sample of mexican students(MDPI, 2023-04-03) Vázquez Parra, José Carlos; Alonso Galicia, Patricia Esther; Cruz Sandoval, Marco Antonio; Suárez Brito, Paloma; Carlos Arroyo, Martina; Instituto para el Futuro de la Educación, Tecnológico de MonterreyThis article presents the results of a study conducted on a sample population of students attending a technological university in western Mexico. The development of the entrepreneurial self-efficacy competency was evaluated within a process of ideation of social entrepreneurship projects to develop social entrepreneurship and complex thinking competencies. A multivariate descriptive analysis was implemented to demonstrate possible statistically significant correlations between the competencies of social entrepreneurship, complex thinking, and entrepreneurial self-efficacy. The results confirm the correlations between the competencies of social entrepreneurship, complex thinking, and entrepreneurial self-efficacy, concluding that there is statistically significant information to indicate that the complex thinking competency positively impacts not only the process of generating social entrepreneurship projects but also the scaling of entrepreneurs’ perceptions about their capabilities at the time of entrepreneurship. At a practical level, this study presents results that argue for the need to develop complex thinking in students in social entrepreneurship programs, both in universities and in organizations that promote entrepreneurship. It confirms that complex thinking is a valuable competency in the ideation and generation of entrepreneurial proposals.
- 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.
- Academic literacy as a component of complex thinking in higher education: A scoping review(2022-09-26) Suárez Brito, Paloma; Baena Rojas, José Jaime; López Caudana, Edgar Omar; Glasserman Morales, Leonardo David; Institute for the Future of Education, Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de MonterreyThe profound transformation within higher education institutions is increasingly evident. Then, it is considered that education must adapt to meet the needs of qualification and skills development in a 21st century with diverse challenges in problem solving. This is reflected in the role that academic literacy is increasingly taking as a strategy to innovate teaching among university students. The objective of this scoping review is to complete a characterization of complex thinking in both academic literacy and higher education. All this, providing an overview on the central theme and its incidence in the production of relevant literature published in the Scopus database. About 139 research works were considered in the article, which become thematic references for the exercise proposed here. Then, a description of all the works consulted was completed, recognizing mainly their origin, citations, publication, and other aspects that will ultimately be essential to differentiate the term academic literacy from the processes of reading and writing as educational competencies. Therefore, in general, the conclusions indicate that complex thinking has indeed a relationship with academic literacy not only because of the works traced but also because complex reasoning brings together within people a series of skills that facilitate the execution of advanced actions and the solution of problems.