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
- Comparison of perceived achievement of complex thinking competency among american, european, and asian university students(2025) Vázquez Parra, José Carlos; Lis Gutiérrez, Jenny Paola; Henao Rodriguez, Linda Carolina; George Reyes, Carlos Enrique; Tramon Pregnan, Claudia Lorena; Río Urenda, Susana Del; B. Chio, Ma Esther; Tariq, RasikhDespite the growing focus of educational institutions on students’ practical abilities beyond theoretical knowledge, the perception that students have of their competencies is crucial for their effective application in professional contexts. Accordingly, this paper reports a study of 435 university students attending ten universities in eight countries in the Americas (Chile, Colombia, Mexico), Asia (Pakistan and the Philippines), and Europe (Spain, Finland, and Serbia). The goal was to measure their perceptions of their achievement of complex thinking competency and its sub-competencies. The intention was to identify how cultural, educational, and socioeconomic differences among countries account for the variances in the students’ self-assessment of competencies, impacting their professional preparedness. The study focused on the competency of complex thinking, considering its critical importance in solving current environmental problems. The analysis employed the non-parametric Brown–Forsythe statistical test and Bonferroni correction, given the non-normality and heteroscedasticity of the data. It was found that (i) there is no statistically significant difference by gender; (ii) there are statistically significant differences in all types of thinking per country, geographical area (continent), and Human Development Index (HDI).
- 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.
- Development of social entrepreneurship competencies and complex thinking in an intensive course of open educational innovation(Hipatia Press, 2024-02-22) Vázquez Parra, José Carlos; Alcántar Nieblas, Carolina; Glasserman Morales, Leonardo David; Nuñez Rodriguez, Xiomara; https://ror.org/03ayjn504; https://ror.org/051xcrt66This article aims to show the results of implementing a training methodology in a group of participants within an intensive course on educational innovation. The motivation for this course was to promote innovative ideas that could be scaled into possible open educational entrepreneurship projects. Based on descriptive statistical analysis, that included a multivariate statistical analysis, an analysis of means and nonparametric tests of the data comparison of medians and ranges and Spearman's correlation, this article considered the SEL4C methodology, which was intended to support the ideation process and develop the participants' perceived achievement of social entrepreneurship and complex thinking competencies. The proposed methodology was validated to develop social innovation ideas even in a limited time and improved the participants' perception of achieving both competencies. This article contributes to the validation studies of this methodology and the academic approaches that seek efficient tools for acquiring and developing transdisciplinary competencies.
- Development of complex thinking in entrepreneurship training: A gender approach(2024-02-15) Alonso Galicia, Patricia Esther; Vázquez Parra, José Carlos; Castillo Martínez, Isolda Margarita; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504This article aims to approach students’ perception of mastery of the reasoning-for-complexity competency and its sub-competencies (scientific, systemic, and critical thinking) in a sample group at aLatin American university. The intention was to identify whether there are statistically significant differences in a population of men and women in a training program in entrepreneurship, assessing whether gender could be a factor to consider by educational institutions offering these specialties. The present exploratory study applies the validated E-Complexity instrument to measure the perception of a convenience sample of 116 students from a private university in Mexico. Statistically, the overall mean and the means for each item were calculated for the students’ perception of their mastery of the reasoning-for-complexity competency. From the results, we can confirm that no statistically significant evidence demonstrates differences between men and women in their perceived mastery of the reasoning-for-complexity competency in general. However, analyzing the results by sub-competencies shows that women tend to have a higher perception than their male counterparts. Thus, this article shows the need to develop environments beyond academia and theory, guaranteeing an actual follow-through to equality promoted within educational institutions.
- 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.
- Complex thinking and its relationship with gender and age in a group of mexican students(Elsevier, 2023-11) Medina Vidal, Adriana; Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Clavijo Loor, María Alexandra; Instituto para el Futuro de la Educación, Tecnológico de Monterrey; https://ror.org/03ayjn504; https://ror.org/056srs126The literature addresses the importance of developing competencies, but not from the complexity theory, nor does it show the importance of the correlation between gender and age in this process. This article aims to show the results of a study seeking a possible correlation between the perceived achievement of complex thinking competency and gender and age in a student population attending a technological university in western Mexico. The intention is to argue whether there is a statistically significant difference in the acquisition and development of this competency between men and women of different ages during their training. Methodologically, a multivariate descriptive statistical analysis was carried out to demonstrate the relationship between these indicators. We concluded that there is evidence of a gender gap in developing the perceived achievement of the complex thinking competency and its sub-competencies since neither in the overall result nor in the specific results by indicator did women achieve results proportional to those of their male peers, although, in most competencies, they initially surpassed them. The learning experience shows that the gender gap in perceived achievement of complex thinking competency widens as the student population advances in their training process.
- Development of complex thinking in a professional training process: An approach to business students of a mexican university(2023-07-14) Carlos Arroyo, Martina; Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Romero Rodríguez, José María; https://ror.org/03ayjn504; https://ror.org/04njjy449This article aims to present an analysis of the development of the level of perceived achievement of complex thinking competency in a group of business students at a university in Mexico. The intention was to identify the scaling of the competency and its sub-competencies during the training process and whether the students have the necessary skills to solve the problems and meet the challenges of their future environments. The study conducted exploratory and multivariate descriptive statistical analyses. The results showed that the participants perceived their achievement of the competency and its sub-competencies highly at the end of their training process and that the students scaled up their sub-competencies considerably.
- Perceived achievement of social entrepreneurship competency: the influence of age, discipline, and gender among women in higher education(MDPI, 2023-06-22) Cruz Sandoval, Marco; Vázquez Parra, José Carlos; Alonso Galicia, Patricia Esther; Carlos Arroyo, Martina; Instituto para el Futuro de la Educación, Tecnológico de Monterrey; https://ror.org/03ayjn504The complexity of today’s world demands a shift in education from knowledge acquisition to competency development for students to effectively address profession-related challenges. In particular, there is a need for social entrepreneurs who can act as catalysts for change in complex environments. Understanding the elements that shape students’ perception of themselves as social entrepreneurs allows us to grasp their capacity as catalysts for transformative action. The main purpose of this research is to showcase the findings of a diagnostic investigation carried out on a group of Mexican university students, assessing their perceived proficiency in social entrepreneurship and its sub-competencies. The study examined whether age or discipline influenced the perception of entrepreneurship in 328 students. The results revealed that age and study discipline played a crucial role in shaping students’ perception of their competency achievement. Younger students tended to perceive their abilities better, while advanced semester students were more cautious in assessing their entrepreneurial competencies. The trend also extended to sub-competencies, with younger students tending to perceive their social skills positively, while older students focused more on practical knowledge such as the economic and administrative aspects of entrepreneurship. Students in business also tended to view their skills more positively compared to students in other disciplines. The findings highlight the need to promote women’s social entrepreneurship and emphasize the importance of considering these relevant elements that are crucial to the concrete reality of potential female entrepreneurs. The study has significant implications for policymakers, educators, and researchers interested in promoting social entrepreneurship among women, particularly in the Latin American context.
- Lab-Tec@Home:technological innovation in control engineering education with impact on complex thinking competency(MDPI, 2023-05-05) Sotelo Molina, David Alejandro; Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Sotelo Molina, Carlos Gustavo; Instituto para el Futuro de la Educación, Tecnológico de MonterreyThe objective of this paper is to present the results of the implementation process of the Lab-Tec@Home kit, an educational innovation that allows students to set up home laboratories to test and validate basic control engineering concepts. Specifically, the purpose of this study is to measure the acquisition and development of students’ perceived achievement of complex thinking competency during this educational practice, considering how valuable it is to improve their perception of additional skills while fulfilling the objectives of the innovation. We implemented a validated instrument to measure this competency before and after using the Lab-Tec@Home kit and in a control group where this educational innovation practice was not carried out. Although the results did not show a statistically significant difference in the level of perception or the improvement achieved between the groups, they indicated an impact on the homogeneity of the students’ perceived skills, which is a value of this educational tool and its greatest finding and contribution.
- Cultural imaginaries and complex thinking: impact of cultural education on the development of perceived achievement of complex thinking in undergraduates(MDPI, 2023-05-03) Vázquez Parra, José Carlos; Alfaro Ponce, Berenice; Guerrero Escamilla, Juan Bacilio; Morales Maure, Luisa; https://ror.org/03ayjn504; https://ror.org/031f8kt38; https://ror.org/0070j0q91This article presents the results of measuring the perceived achievement of complex thinking competency in a group of university students enrolled in a subject about Mexican cultural education. Specifically, the work intended to identify whether there is a correlation between the level of complex thinking and its sub-competencies with the appropriation of cultural knowledge. The sample population of university students from different disciplines took the subject “Imaginarios Culturales de México (Cultural Imaginaries of Mexico)”. The descriptive methodology analyzed the means of the students’ responses on a validated instrument measuring their perceived achievement of complex thinking competency and its sub-competencies. The questionnaire instrument was implemented at the beginning and end of the course without making a specific intervention. In conclusion, the research identified a statistically significant correlation between both variables, demonstrating that cultural training correlates with students’ perceived achievement of complex thinking competency and its sub-competencies. These results contribute to both the educational theory associated with the development of formative tools of competencies and skills, as well as the revaluation of cultural appropriation as a relevant formative element in lifelong learning.