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.
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- Complex thinking and adopting artificial intelligence tools: a study of university students(Frontiers, 2024) Vázquez Parra, José Carlos; Gonzalez Gonzalez, Carina Soledad; Amézquita Zamora, Juan Alberto; Cotino Arbelo, Andrea E.; Palomino Gámez, Sergio; Cruz Sandoval, Marco; Eileen ScanlonIn the next 5 years, artificial intelligence (AI) tools are expected to become commonplace in people’s lives, especially in their work processes. Therefore, educational institutions feel intrinsically responsible for ensuring that their students acquire and develop competences associated with the appropriate use of this technology in their educational programs. However, what are the perceptions of students regarding the inclusion of artificial intelligence tools in their educational process and future careers, and what competencies can influence a greater adoption of this technology in the classroom? The objective of this article presents the results of an exploratory study in a sample population of students from a technological university in Mexico, in which their perception and openness toward the training and use of artificial intelligence tools for their professions was examined. Their perception of the development of complex thinking and its sub-competencies was evaluated, recognizing that complex thinking is a valuable cognitive skill to face changes in uncertain environments. The methodology of the study consisted of a multivariate descriptive statistical analysis using R software. The results determined a positive correlation between students’ perceived improvement in the achievement of complex thinking competence and their perception of the use of AI tools. In conclusion, participants perceived the use of these tools as a feature of their profession, although they questioned whether this knowledge is included in their professional training. This article presents several findings that offer ample opportunities for future research.
- Perception of AI tool adoption and training: initial validation using GSEM method(Emerald Publishing, 2024) Vázquez Parra, José Carlos; Henao Rodríguez, Carolina; Lis Gutiérrez, Jenny Paola; Palomino Gámez, Sergio; Suárez Brito, PalomaPurpose This study develops and validates the “Perception of the Adoption and Training in the Use of Artificial Intelligence Tools in the Profession” instrument, designed to measure Latin American university students' attitudes and perceptions regarding AI training in their professional education across diverse fields. Design/methodology/approach The instrument was administered to 238 students from various disciplines at a Mexican university. Structural validity and reliability were assessed using a generalized structural equation model (GSEM) with quasi-maximum likelihood (QML) to handle data non-normality and analyze latent construct relationships. Findings Results show high internal consistency and validity, with strong correlations between items and constructs of “attitude” and “perception of AI training value.” The study found significant relationships between understanding AI tools and the perceived value of AI training, as well as between this perception and attitudes toward incorporating AI in professional training. Practical implications The instrument helps institutions identify student attitudes and training needs related to AI, enabling tailored curricula and training programs that foster positive AI acceptance, thus preparing students for modern technological challenges. Originality/value This study offers a validated instrument tailored to the Latin American context, addressing a gap in measuring student perceptions of AI in professional training. It serves as a diagnostic tool for educators and policymakers in designing AI-integrated pedagogical strategies that align with student needs.
- Innovación educativa como elemento de la doble responsabilidad social de las universidades(Red de Investigadores Educativos Chihuahua A. C., 2018) Vázquez Parra, José Carlos; Ortiz Meillón, Viviana; Vázquez Parra, José Carlos; 361821; ORTIZ MEILLON, VIVIANA; 579192; mtycarevaloCada vez es más usual que las universidades del mundo se sumen al esfuerzo internacional para mejorar la educación y brindar servicios de calidad para la mayor cantidad de jóvenes. Sin embargo, es lamentable cuando el aumento de la calidad pudiera verse mermado por una falta de interés en emprender y adoptar procesos de innovación en sus modelos educativos, quedando rezagados en lo que ofrecen. Hoy por hoy, no basta con repetir modelos que muchas veces resultan obsoletos para las nuevas necesidades de la industria 4.0; es necesario innovar. El presente artículo busca hacer una reflexión sobre la necesidad de la innovación educativa como parte de la responsabilidad social que tienen las universidades con la comunidad, al considerar que no basta con ser responsables desde un enfoque asistencialista si no se hace lo que intrínsecamente les corresponde al brindar educación de calidad a las futuras generaciones.
- Acompañar y formar. El mentoreo como herramienta para reducir la deserción Escolar(2018) Vázquez-Parra, José Carlos; Kustala, Pille; Tecnológico de MonterreyLos estudios universitarios no solamente significan para los jóvenes contemporáneos un proceso o etapa de formación profesional, sino también, un momento en sus vidas que les presentan diferentes retos que les exigen desarrollar competencias, tanto disciplinares, como sociales y personales. Lamentablemente, si el joven no consigue superar esta prueba, los problemas que trae consigo esta etapa lo superaran, eslabonándose en situaciones que sencillamente se verá incapaz de afrontar. Por ello, las universidades deben ver por herramientas pedagógicas que no solo vean por el desarrollo académico de sus estudiantes, sino también por la adopción de competencias de afrontamiento que les permitan mejorar como personas. El presente artículo, busca hacer una aproximación al mentoring, como posible herramienta de acompañamiento que de manera indirecta puede reducir la deserción escolar al mejorar la experiencia de aprendizaje de los estudiantes universitarios.