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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- 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.
- 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.
- 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.