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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- The impact of large language models on higher education: exploring the connection between AI and Education 4.0(Frontiers, 2024-06-14) Peláez Sánchez, Iris Cristina; Velarde Camaqui, Davis; Glasserman Morales, Leonardo David; https://ror.org/03ayjn504; https://ror.org/0297axj39; Hernández Montoya, DianaThe digital transformation has profoundly affected every facet of human life, with technological advancements potentially reshaping the economy, society, and our daily living and working modalities. Artificial Intelligence (AI), particularly Generative AI (GAI), has emerged as a pivotal disruption in education, showcasing the capability to produce diverse and context-relevant content. Generative Artificial Intelligence (GAI) has revolutionized natural language processing, computer vision, and creative arts. Large language models (LLMs) like GPT-4 and Open Assistant and tools like DALL-E and Midjourney for the visual and creative domain are increasingly used for various tasks by students and others with critical information needs. AI presents novel avenues for crafting effective learning activities and developing enhanced technology-driven learning applications in the educational sector. However, integrating AI with a pedagogical focus pose challenge. Education 4.0, which integrates emerging technologies and innovative strategies, aims to prepare new generations for a technologically fluid world. This systematic literature review aims to analyze the use of LLMs in higher education within the context of Education 4.0’s pedagogical approaches, identifying trends and challenges from a selection of 83 relevant articles out of an initial set of 841 papers. The findings underscore the significant potential of LLMs to enrich higher education, aligning with Education 4.0 by fostering more autonomous, collaborative, and interactive learning. It highlights the necessity for human oversight to ensure the quality and accuracy of AI-generated content. It addresses ethical and legal challenges to ensure equitable implementation, suggesting an exploration of LLM integration that complements human interaction while maintaining academic integrity and pedagogical foundation.
- Entrepreneurial thinking and education 4.0 in communities with development gaps: an approach through the sustainable development goals(Frontiers, 2024-05-10) Leiva Lugo, Lorena; Álvarez Icaza Longoria, Inés; López Hernández, Francisco Javier; Miranda Mendoza, Jhonattan; Tecnologico Nacional de Mexico, Instituto Tecnologico de Zitacuaro, Zitácuaro, Mexico; https://ror.org/00davry38; https://ror.org/03ayjn504; Hernández Montoya, DianaEntrepreneurial thinking is considered a desirable competency in the profile of today’s professionals because it includes sub-competencies that strengthen individuals’ leadership capacity and stimulate the development of creative solutions that present a high impact on society. However, it has been detected that disadvantaged communities located in areas with underdeveloped conditions and rural areas present a significant disparity in access to training models, current infrastructure, and activities that promote entrepreneurship compared to developed communities frequently found in large cities. Through a comparative analysis with quantitative methods, we seek to argue the need that these types of communities have. In addition, the design of a training model based on the design framework for Education 4.0 is presented; this training model seeks to train in the sub-competences of entrepreneurial thinking using the “push and pull” technique with the Sustainable Development Goals (SDGs) as its central axis. This seeks to close the existing gap, provide affordable resources to these types of disadvantaged communities, and, at the same time, promote local solutions through the SDGs. The study is conducted in the eastern region of Michoacán, Mexico, and will present the preliminary results.
- Editorial: Open education for sustainable development: Contributions from emerging technologies and educational innovation(Frontiers, 2023-02-16) Ramírez Montoya, María Soledad; Rodríguez Abitia, Guillermo; Hernández Montoya, Diana; López Caudana, Edgar Omar; González González, Carina; Instituto Tecnológico y de Estudios Superiores de MonterreyThe difficulties in carrying out formal educational processes are not a novelty; historically, some examples, such as the cuneiform pictograms dating back to 3000 B.C., speak of the problems that the Sumerian people had in educating, disseminating the knowledge to reach future generations, and finding ways to translate the representations into productive processes. It has been 5000 years since those Mesopotamian schools tried to establish a systematization of knowledge through educational institutions. From this perspective, we must understand that educational institutions must constantly be moving, pending social dynamics, adapting, and in many cases, anticipating the transformations that human beings undergo in their daily lives. We must understand excellence as Galeano commented, “Utopia is on the horizon. I walk two steps, it moves two steps away, and the horizon moves ten more steps away. So, what is a utopia for? That’s what it’s for, to walk.