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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Education 4.0 Maturity Models for Society 5.0:Systematic literature review(Taylor @ Francis Online, 2023-09-16) González Pérez, Laura Icela; Ramírez Montoya, María Soledad; Enciso González, Juan Antonio; https://ror.org/01fh86n78; https://ror.org/03ayjn504Society 5.0 is a transformative vision for the future driven by integrating digital technologies and human-centered approaches, fusing with cyber-physical spaces to create a smart society that addresses megatrends through innovative and collaborative solutions by stakeholders. This article analyzes Maturity Models (MMs) in Higher Education to identify the components of Education 4.0 that aim to achieve Society 5.0, seeking the dimensions and levels associated with the quintuple helix and the mission of the HEIs. We conducted a systematic literature review (SLR) guided by research questions to highlight studies that address Maturity Models worldwide, identify components of Education 4.0 in the MM, research methods and instruments used, internal and external stakeholders, and some characteristics of the university missions. The study method employed was a Systematic Review analyzing 26 articles from 2018 to 2023 found in WoS and Scopus databases using inclusion and exclusion criteria under a Prisma workflow. The findings were that the HEIs must: a) analyze dimensions of various Education 4.0 components in a balanced way, b) incorporate comparative designs and mixed methods of the MM models, c) provide technology transfer services, training, and data centers, d) provide fully open environments to educate all citizens inclusively, and e) use sustainable MMs for a significant difference in impact. This review offers educational leaders and policymakers the methodologies for measuring the Education 4.0 path to Society 5.0.
- Analysis of competency assessment of educational innovation in upper secondary school and higher education: a mapping review(MDPI, 2022-07-01) Krstikj, Aleksandra; Sosa Godina, Juan; García Bañuelos, Luciano; González Peña, Omar Israel; Quintero Milián, Héctor Nahún; Urbina Coronado, Pedro Daniel; Vanoye García, Ana Yael; https://ror.org/03ayjn504Despite the plethora of studies reported during the last decade in relation to educational innovation in teaching and assessment of competencies, a consensus is seemingly lacking on a definition that establishes the scope and boundaries competency assessment. This research gap motivated a systematic review of the literature published on the topics of “educational innovation in teaching” and “assessment of competencies” in upper secondary and higher education during the period from January 2016 to March 2021. The main objective of the study was to define and evaluate educational innovation in teaching and assessment of competencies in upper secondary and higher education following PRISMA guidelines for a systematic literature review (SLR) on a curated corpus of 320 articles. We intended to answer the following questions: (1) What do “educational innovation in teaching” and “assessment of competencies” represent for upper secondary and higher education? (2) How are they evaluated? Lastly, (3) are efforts exerted toward the standardization of transversal competencies? The SLR seeks answers to these questions by examining nine research sub-queries. The result indicated that the greatest effort toward educational innovation in competencies was made at the higher education level and targeted students. Competencies were revised through associations with the Sustainable Development Goals of the 2030 Agenda. In addition, the methodologies used for teaching and evaluation of competencies were reviewed. Finally, the study discussed which technologies were used to develop the proficiencies of students.
- Design framework based on TEC21 educational model and Education 4.0 implemented in a Capstone Project: A case study of an electric vehicle suspension system(2021-05-21) López, Hugo A; Ponce, Pedro; Molina, Arturo; Ramírez-Montoya, María Soledad; Lopez-Caudana, EdgarNowadays, engineering students have to improve specific competencies to tackle the challenges of 21st-century-industry, referred to as Industry 4.0. Hence, this article describes the integration and implementation of Education 4.0 strategies with the new educational model of our university to respond to the needs of Industry 4.0 and society. The TEC21 Educational Model implemented at Tecnologico de Monterrey in Mexico aims to develop disciplinary and transversal competencies for creative and strategic problem-solving of present and future challenges. Education 4.0, as opposed to traditional education, seeks to provide solutions to these challenges through innovative pedagogies supported by emerging technologies. This article presents a case study of a Capstone project developed with undergraduate engineering students. The proposed structure integrates the TEC21 model and Education 4.0 through new strategies and laboratories, all linked to industry. The results of a multidisciplinary project focused on an electric vehicle racing team are presented, composed of Education 4.0 elements and competencies development in leadership, innovation, and entrepreneurship. The project was a collaboration between academia and the productive sector. The results verified the students’ success in acquiring the necessary competencies and skills to become technological leaders in today’s modern industry. One of the main contributions shown is a suitable education framework for bringing together the characteristics established by Education 4.0 and achieved by our educational experience based on Education 4.0
- Atributos de innovación en el desarrollo de competencias digitales en educación básica usando recursos educativos abiertos en una comunidad rural de Colombia(Instituto de Investigaciones en Educación, Universidad Veracruzana, 2016-01) Hidalgo Calderón, Hella M.; Tenorio Sepúlveda, Gloria C.; Ramírez Montoya, María S.; Tecnologico de Monterrey; Figueroa-Saavedra Ruíz, MiguelEl propósito de esta investigación fue analizar cómo se desarrollan los atributos de innovación —la idea de lo nuevo, el fenómeno de cambio, la acción final y el proceso— cuando se integran recursos educativos abiertos en un blog, para el desarrollo de la competencia digital usando tecnologías de información y comunicación en el aprendizaje en los estudiantes de 10° y 11º de educación media, de la Sede La Jagua, perteneciente a la institución educativa Barrios Unidos en Colombia. Se utilizó un enfoque cualitativo con metodología de estudio de casos. Los resultados indican que los atributos de la innovación se desarrollan de manera práctica y objetiva al colocar variedad de recursos educativos abiertos en un blog educativo, al llegar a acuerdos con los estudiantes sobre la correcta utilización de las herramientas tecnológicas y manteniendo una constante actitud investigativa y disposición de cambio.