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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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- Driving complex thinking and technological entrepreneurship with artificial intelligence: a mixed methods study.(Elsevier, 2025-09) Álvarez Icaza Longoria, Inés; Martínez Arboleda, Antonio; Miranda Mendoza, Jhonattan; Suárez Brito, Paloma; Ramírez Montoya, María Soledad; Tecnológico de Monterrey; Xiaoyang ZhouAI technologies offer unique capabilities that enhance collaboration and creativity among students by providing novel insights, generating diverse perspectives, and triggering the development of innovative thinking as a sub-competency of the mega-competency of complex thinking. Regarding entrepreneurial skills development, applying AI-powered tools, such as natural language processing on digital educational platforms, allows student to engage in dynamic ideation processes for entrepreneurial projects with social, technological, and scientific approaches. This article explores the application of artificial intelligence (AI) as a valuable resource for fostering creative idea generation within co-creation strategies for university students. In a mixed-method analysis, we obtained valuable information regarding engagement through co-creation approaches. This paper describes the early implementation stages of the introductory course in technological entrepreneurship, applying the educational platform OpenEdR4C in a hybrid workshop with a group of 20 students in a public higher education institution in central Mexico, this being the first group of >900 people reached during 2024. The findings show that (a) the students are prone to use and explore AI tools in a natural and immediate manner, (b) interdisciplinary collaboration was effectively promoted through co-creation strategies, and (c) training the tool is crucial to keep engagement and ideas fluency. This is a contribution to the exploration to open new opportunities for interdisciplinary collaboration, experiential learning, and knowledge co-production, ultimately empowering students to develop innovative solutions to complex societal challenges.
- Utilization of locally sourced waste fats for biodiesel production: Experimental characterization and environmental life cycle assessment(Elsevier, 2025-02-08) Muhammad Aqil, Khan; Nadeem Ahmed, Sheikh; Khan Zaib, Jadoon; Abubakr, Ayub; Tabbi, Wilberforce Awotwe; Rasikh, Tariq; Manuel Garcia PerezThis study presents the production, chemical characterization, and life cycle assessment (LCA) of biodiesel derived from various local waste feedstocks using experimental setup. Biodiesel was produced via transesterification in a 50-L batch reactor using oils sourced from a five-star restaurant (A), three-star café (B), rancid palm oil (C), and chicken feather oil (D). Fourier Transform Infrared Spectroscopy (FTIR) was used for identification of functional groups, while gas chromatography-mass spectrometry (GC-MS) analyzed fatty acid methyl ester (FAME) composition, revealing key variations such as Hexadecanoic acid (C16:0) and Octadecenoic acid (C18:1). Type A biodiesel exhibited the highest saturation, while Types B and C contained more unsaturated FAMEs, influencing their heating values. Conversion efficiencies were significantly influenced by the acid values of the feedstocks, with a maximum yield of 85 % achieved for a sample with an acid value of 3.5 mgKOH/g and a heating value of 35.8 MJ/kg. LCA performed using Simapro V9.5.0.2 demonstrated that biodiesels from Types A, B, C, and D reduced carbon footprints by 70 %, 64 %, 63 %, and 65 %, respectively, compared to fossil diesel. Feedstocks with lower free fatty acid (FFA) levels resulted in lower environmental impacts, while extensively reused cooking oils with higher FFA values contributed to increased carbon footprints. This study underscores the potential for scalable biodiesel production from waste resources, aligning with global and regional sustainability goals.
- Reading for all implementing public policies: Quantitative method and process evaluation in early literacy.(Elsevier, 2025-01-14) Honorato Errázuriz, Jesús; Bastidas Schade, Valentina; Ramirez Montoya, María Soledad; EGADE Business SchoolLearning to read in the first grade is essential for reducing educational inequalities, highlighting the need to evaluate and enhance reading programs. This study examines "Plan Leo Primero," an innovative national initiative to ensure that all first-grade students in Chile effectively learn to read and comprehend texts. A total of 715 educational stakeholders—including principals, technical leaders, teachers, and guardians—participated in the evaluation, which used validated questionnaires across two regions of the country. The study employed a quantitative and descriptive methodological approach to evaluate the implementation process of the program, fidelity, and impact on literacy outcomes. Despite challenges posed by the COVID-19 pandemic, such as reduced student attendance, shorter implementation periods, and limited resources, the findings indicated successful program implementation with significant improvements in first-grade literacy. Key results included high acceptance and frequent use of the program’s instructional guides and pedagogical tools by teachers, widespread adoption of structured methods aligned with cognitive theory, enhanced teachers’ digital competencies, and strong engagement from guardians in reading activities. Grounded in action theory, the study emphasizes the alignment between program strategies, stakeholder participation, and systemic actions, fostering sustainable literacy progress. The process evaluation identified areas for improving program fidelity, demonstrating that structured evaluation frameworks ensure robust implementation and open avenues for future research. Future projections include assessing the use of technology and communication tools and promoting the social appropriation of knowledge among all stakeholders to drive inclusive and impactful literacy reforms in Chile and the broader Spanish-speaking world.
- Challenges of implementing ChatGPT on education: Systematic literature review(Elsevier, 2025-01-10) García-Lopez, Iván Miguel; González, Carina; Ramírez-Montoya, Maria Soledad; Molina-Espinosa, Jose Martin; EGADE Bussiness SchoolSince its launch in 2022, ChatGPT has sparked considerable interest in higher education, raising debates about its benefits, challenges, and ethical implications. This systematic literature review, spanning January 2019 to January 2024, analyzes 42 articles from Web of Science and Scopus to identify key opportunities and challenges in its academic integration. Four core issues emerge: (a) technological integration and obsolescence, emphasizing the need for scalable, modular infrastructures; (b) personalization and equity, focusing on the balance between individualized learning and avoiding algorithmic bias; (c) data quality and security, highlighting the importance of transparent data management and robust encryption to protect sensitive information; and (d) ethics and human-AI collaboration, stressing the importance of institutional policies and continuous teacher intervention to ensure responsible and effective use. This study advances the discourse by recommending sustainable strategies for AI adoption, including professional development and fairness audits, while underscoring the critical role of human oversight in maximizing ChatGPT’s educational impact. Ultimately, it offers actionable insights for institutions to align AI use with ethical principles and long-term educational goals.
- 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.
- Room temperature synthesis, characterization and enhanced gas transport properties of novel poly(oxindolylidene arylene)s with dibenzothiophene, dibenzothiophene-S-oxide and dibenzothiophene-S,S-dioxide fragments in the main chain(Elsevier, 2024-02-27) Zolotukhin, Mikhail G.; Sulub-Sulub, Rita; Aguilar-Vega, Manuel; Cetina Mancilla, Enoc; Camacho Zuñiga, Claudia; González Díaz, Maria Ortencia; Cervantes T., Alondra; Ruiz Treviño, Francisco Alberto; Vivaldo Lima, Eduardo; Vera Graziano, Ricardo; https://ror.org/01tmp8f25; https://ror.org/03ayjn504Aromatic sulfur-containing polymers poly(arylene ether sulfone)s and poly(arylene sulfide sulfone)s are widely used in membrane-based gas- and liquid separations and purification technologies. In this work, we report a facile, robust, room temperature synthesis of a series of novel, solution processable aromatic polymers containing dibenzothiophene, dibenzothiophene-S-oxide, and dibenzothiophene-S,S-dioxide fragments in the main chain, alternating with bulky, torsion resistant oxindolylidene groups. The NMR studies of the polymers obtained revealed ladderized, rigid kink-structured backbones. This combination provides membranes with higher permeability and selectivity with gas pairs CO2/CH4, H2/CH4 and H2/N2, close to or even surpassing the 2008 Robeson’s trade-off line, that compare favorably with polysulfones and poly(ether sulfone)s reported in the literature that lie below the 1991 upper bond. Polymer P2-SO2 containing dibenzothiophene-S,S-dioxide fragments showed impressive CO2 and H2 permeabilities (243. 3 and 315.1 Barrer, respectively); on the other hand, P1-SO containing dibenzothiophene-S-oxide exhibited remarkable H2/CH4 and H2/N2 selectivity (127.26 and 99.34, respectively). This work offers a novel and facile route to fabricate various polysulfones and polysulfoxides with reversible-tunable gas separation properties inspired by the concept of rigid kink-structured backbones that shift their gas transport properties towards higher permeability and higher selectivity.
- Towards the development of complex thinking in university students: Mixed methods with ideathon and artificial intelligence(Elsevier, 2023-12-03) Castillo Martínez, Isolda Margarita; Argüelles Cruz, Amadeo José; Piñal Ramírez, Octavio Elías; Glasserman Morales, Leonardo David; Ramírez Montoya, María Soledad; Carreon Hermosillo, Alejandra; https://ror.org/03ayjn504; https://ror.org/059sp8j34; https://ror.org/05fj8cf83This article examines the capacity of an artificial intelligence (AI) platform to assess university students' mastery of complex thinking. Central questions addressed include the identification of essential technical elements that contribute to the platform's effectiveness, and how the AI platform can boost student motivation and cultivate complex thinking. The research employed a mixed-methods approach, anchored by an Ideathon centered on the Sharing Economy. Qualitative insights were drawn from semi-structured interviews with nine university students. The results indicate that the platform effectively evaluates complex thinking proficiency, differentiating between systemic, scientific, and innovative thinking. Notably, the AI-driven personalization of the platform was found to significantly enhance student motivation. This study highlights the capabilities of AI platforms in competency assessment and suggests that future research should investigate how such data can inform strategies to develop complex reasoning among diverse university student populations.
- 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.
- Education in Mexico and technological public policy for developing complex thinking in the digital era:A model for technology management(Elsevier, 2023-09-21) Alfaro Ponce, Berenice; Alfaro Ponce, Mariel; Muñoz Ibáñez, Christopher Antonio; Durán González, Rosa Elena; Sanabria Zepeda, Jorge Carlos; González Gomez, Zaira Lizbeth; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/031f8kt38Currently, numerous studies highlight the importance of technology as an effective resource for improving the quality of education. Like other countries in the region, Mexico greatly emphasizes improving its education system comprehensively and competitively, and technology has become a fundamental strategy to achieve this goal. Technology has allowed it to fill existing gaps and introduce innovative models in the digital age, promoting human capital development and fostering thriving communities. Technology also facilitates the development of competencies, such as complex thinking and the skills required to utilize Education 4.0 resources. However, these advances are at risk without examining the possibilities for technology transfer in the region's educational institutions. Accordingly, the following questions arise: a) What is the probability of achieving technology transfer to primary education institutions; b) What investments or modifications are necessary in the existing infrastructure to transfer educational and other technologies? We aimed to develop a quantitative data analysis model to examine the capacity of primary education institutions, applicable also to higher education, to adapt, assimilate, and transfer technology to improve educational quality in Mexico, as proposed by González Sabater in 2011. The results suggest the feasibility of a technology management system validated through a reliable database, considering the existing infrastructure as a basis for technology transfer. This research is relevant in establishing the probability of success of an educational institution in completing the process of assimilation and technology transfer, thus also contributing to governmental decision-making on educational spending.
- Research foresight in bridging open science and open innovation:overview based on the complex thinking paradigm(Elsevier, 2023-08-06) Sanabria Zepeda, Jorge Carlos; Cruz Sandoval, Marco Antonio; Moreno Romo, Athziri; Bosch Gomez, Sofia; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504Open innovation benefits from access to cutting-edge discoveries to increase their transformation into tangible applications for the benefit of society. Improving research quality has been proposed as a primary objective of open science by the United Nations, to increase science reproducibility, impact, and trust, leading to robust decision-making and policies. However, opening access to data and processes is insufficient for researchers to achieve open innovation in the context of globalization, for example, by gathering insights from external and internal sources. Developing the appropriate mindset to manage complexity and generate synergy among researchers in academia, industry, and the government is essential to catalyze knowledge and transform it into relevant innovations for society. To gain insights into the roles and challenges of researchers aiming to bridge the gap between open science and open innovation, a decade-plus Mapping Literature Review was conducted based on the complex thinking paradigm. Complex thinking allows for novel connections of the information collected through open science and open innovation, considering different forms of engaging with alternative means of knowledge creation that may promote innovative and critical thinking. The findings revealed: a) broad positioning of the terms in the European Union; b) open access and open data as current driving themes; c) a constant trade-off between the terms “open data” and “information protection”; d) lack of studies on researchers’ complex thinking to help them manage openness; e) absence of the environmental helix in the initiatives; and (f) challenges in innovative communication and collaborative practices among public and private entities. Overall, we identified an opportunity to develop researchers’ complex thinking such that the openness of information becomes a shared responsibility among partners across multiple helices. This shared responsibility can have methodological implications that permeate how open science and open innovation are theorized and, in practice, facilitate the development of fundamental collaborative research procedures.