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Designing a digital ecosystem for complex thinking: Integrating open educational resources with sustainable development goals
(ESIC 2024, 2024-10-13) Ramírez Montoya, María Soledad; Turpo Gebera, Osbaldo; https://ror.org/03ayjn504
This paper presents an approach to sustainability education through the design and testing of a digital ecosystem integrating Open Educational Resources (OER) within complex learning environments. By employing OER in the pedagogical strategy, the study aligns with the United Nations' Sustainable Development Goals, aiming to ensure inclusive and equitable quality education. We examine how these resources, coupled with self-regulated learning strategies, prepare learners to address sustainability challenges. The research demonstrates the utility of OER in facilitating accessible innovative teaching and learning methods that can be customized to various educational contexts, supporting curriculum development that embeds sustainable principles. The role of OER in educational technology and e-learning is explored, emphasizing their potential to democratize access to education and enable a participatory approach to learning. The findings indicate that OER facilitate the acquisition of knowledge and skills pertinent to sustainability and empower learners to become proactive, self-directed participants in their educational journey towards sustainability. Finally, the paper offers insights into inclusive education practices that foster sustainability, thereby contributing to a more sustainable future.
Co-designing a financial literacy videogame: A participatory research-based approach in complex scenarios
(ESIC 2024, 2024-10-13) Ramírez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Villalba Condori, Klinge Orlando; https://ror.org/03ayjn504
This study examines the co-design of a financial literacy videogame as a pedagogical innovation aimed at fostering sustainable economic principles among university students. The co-design process and game development is informed by the needs and preferences of its end-users to ensure the game's educational content is relevant and impactful. This methodology brings together learners, educators, and game developers to co-design a financial literacy video game integrating educational technology and e-learning principles to create an inclusive, engaging learning environment. By simulating real-world financial dilemmas within the game's narrative, players experience firsthand the consequences of their choices, encouraging critical reflection on their personal and collective financial behaviors. Players navigate complex financial scenarios, promoting strategic thinking and responsible decision-making. The effectiveness of the game was assessed using a mixed-methods approach, evaluating financial knowledge, attitudes, and behaviors. Findings indicate participants demonstrated marked improvements in financial knowledge, and decision-making skills. The paper discusses the implications of these results, the potential of gamification in learning complex subjects, and the advantages of participatory design in creating meaningful educational experiences.

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