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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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Computational thinking in STEM education: current state-of-the-art and future research directions
(Frontiers, 2025-01-08) Rasikh, Tariq; Aponte Babines, Bertha María; Ramírez, Jesús; Icaza Longoria, Inés Álvarez; Naseer, Fawad; Todor Ganchev
The knowledge society exists mainly due to advancing technology and the exponential development of professionals’ capabilities. Digital transformation and new technologies generate complex environments demanding high-level skills. This work analyzes the current state of pedagogical approaches with a special focus on project-based learning that develops computational thinking in STEM students. A Systematic Literature Review examined the current state of pedagogical approaches along with project-based learning aimed at enhancing computational thinking within the context of higher education. Results allowed us to infer that (a) computational thinking promotes sustainable development through STEM education and novel teaching practices; (b) it is a fundamental skill for the problem-solving processes that evolve with technological progress; (c) its development is a global concern, not limited to a country’s development level; and (d) its introduction at an early stage provides opportunities for the advancement of vulnerable groups. Outlining, this study conducts a Systematic Literature Review (SLR) using PRISMA 2020 guidelines to analyze pedagogical approaches including project-based learning for enhancing computational thinking in STEM higher education, identifying global research trends, common strategies, and areas for improvement, while proposing a framework to align computational thinking skills with emerging technological challenges and promote sustainable educational practices. This study presents relevant results on the construction of state-of-the-art computational thinking and education; it is valuable for curricular design underpinning disciplinary and interdisciplinary approaches.
Exploring digital competencies in higher education: design and validation of instruments for the era of Industry 5.0
(Frontiers, 2024-10-09) Pelaez Sanchez, Iris Cristina; Glasserman Morales, Leonardo David; Rocha Feregrino, Gerardo; Grogan, Margaret
Introduction: Industry 5.0 is the next phase of industrial work that integrates robots and artificial intelligence to boost productivity and economic growth. It emphasizes a balance between human creativity and technological precision, built on three pillars: human centrality, sustainability, and resilience. Corporations and educational institutions must adopt an integrated approach to training their future workforce, emphasizing digital and key competencies such as creativity, communication, collaboration, and critical thinking. Higher education institutions must measure digital competencies and other key Industry 5.0 competencies to prepare students for a sustainable future. However, there is a need to identify appropriate scientific instruments that can comprehensively evaluate these competencies. Methods: This study conducted a Systematic Literature Review to analyze the existing digital competency assessment instruments in higher education from 2013-2023. The focus was on instruments that measure digital competencies and core competencies for Industry 5.0, such as creativity, communication, collaboration, and critical thinking. The search process began with a strategy applied across various databases, including ERIC, Google Scholar, ProQuest, Scopus, and Web of Science, to cover a broad range of literature on the design and validation of digital competency assessment tools. Results: This search generated a total of 9,563 academic papers. Inclusion, exclusion, and quality filters were applied to select 112 articles for detailed analysis. Among these 112 articles, 46 focused on designing and validating digital competency assessment instruments in higher education. Within the reviewed literature, surveys and questionnaires emerged as the predominant methods utilized for this purpose. This study found a direct relationship between digital competencies and essential skills like communication and critical thinking. Discussion: The study concludes that assessment tools should integrate a wide range of competencies, and students and educators should be actively involved in developing these skills. Future research should focus on designing tools that effectively evaluate these competencies in dynamic work contexts. Assessment instruments should cover a broader range of competencies, including creativity and collaboration, to meet the demands of Industry 5.0. Reliable assessments of digital competencies and soft skills are crucial, with a need for appropriate reliability tests that do not impact students’ preparedness for labor market challenges.
MAICC model: development of complex thinking through citizen science project evaluation
(Frontiers, 2024-08-30) Olivo Montaño, Pamela Geraldine; Sanabria Zepeda, Jorge Carlos; Molina Espinosa, José Martín; Quintero Gámez, Lorena; Velarde Camaqui, Davis; Sánchez Salgado, Lisset Abril; Gonzalez Mendoza, Miguel; Breda, Adriana; Morales Maure, Luisa; Álvarez Icaza Longoria, Inés; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/021018s57; https://ror.org/0070j0q91; Montoya, Miguel A
As traditional education systems struggle to keep up with technological advances, incorporating open science into Education 5.0 is critical to addressing student skills gaps. In this study, the MAICC model is introduced, a tool designed to foster complex thinking in higher education students through the evaluation of citizen science projects. It integrates research-based learning and service learning, and helps develop critical and reflective skills by applying them to real-life settings. To assess student engagement and skills development, a mixed methods approach combining qualitative and quantitative analysis was used. Findings indicate that the MAICC model promotes complex thinking, enhances critical thinking through citizen science project evaluation, and features an emphasis on citizen science and educational technology. Discussion highlights citizen science’s important role in education and suggests future research exploring its wider application across disciplines and contexts to enhance 21st century skills.
Scale to measure student perception in collaborative online international learning experiences: design and validation
(Frontiers, 2024-08-15) Rozo Garcia, Hugo Alexander; Alcántar Nieblas, Carolina; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504
Digital education is favorably positioned as a learning option; it employs various strategies, pedagogies, and methodologies, including collaborative online international learning experiences (COIL). This alternative, inherent to the digital era, transcends traditional educational methods by boosting technology to enhance learning experiences. Its given purpose is to improve learning gains, foster interculturality, internationalizing the curriculum, and strengthening skills necessary for the 21st century. Moreover, it can potentially address global educational needs that have not been fulfilled in the past.
Financial literacy to develop complex thinking skills: quantitative measurement in mexican women entrepreneurs
(Frontiers, 2024-07-03) Bayly Castañeda, Karla Patricia; Ramírez Montoya, María Soledad; Erdély Ruiz, Arturo; Montoya Bayardo, Miguel Angel; https://ror.org/03ayjn504; https://ror.org/01tmp8f25; Kristiawan, Muhammad
The objective of the study was to validate the construction of a financial literacy measurement instrument aligned with complex thinking competencies in Mexican women entrepreneurs. By means of the construct validation method, the content was validated by expert judgment, validation by exploratory and confirmatory factor analysis, as well as internal consistency by means of a pilot test applied to a sample of 189 participants. A highly valid and reliable version was obtained, organized in four dimensions with a total of 23 items. This study examines and estimates the determinants of financial literacy for the first time under the light of complex reasoning.
Developing scientific entrepreneurship and complex thinking skills: creating narrative scripts using ChatGPT
(Frontiers, 2024-07-02) George Reyes, Carlos Enrique; Vilhunen, Elisa Ellen Marjaana; Avello Martínez, RaidellLópez Caudana, Edgar Omar; https://ror.org/03ayjn504
The increased access to artificial intelligence (AI) applications has made it possible to develop more engaging and complex educational activities for students in different disciplines. This research explored expanding university students’ knowledge of scientific entrepreneurship skills using an Artificial Intelligence application. The students participated in a training experience using the conversational ChatGPT language model to generate narrative scripts for various topics on scientific discoveries and technological advances to create new products or services that offer cost-effective solutions based on science. The experience was designed employing the i4C model (identify, ideate, invent, inform). The study used a two-sample design with repeated measurements based on a pre-test and post-test. One hundred five graduate students from two master’s degree programs at the Bolivarian University of Ecuador participated during the 2022–2023 academic period. The results indicate that the students notably improved in acquiring the knowledge necessary for scientific entrepreneurial skills. The study concluded that applying AI ChatGPT with a narrative scripting strategy can create new learning opportunities for students.
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, Diana
The 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.
Developing the skills for complex thinking research: A case study using social robotics to produce scientific papers
(Frontiers, 2024-06-10) López Caudana, Edgar Omar; George Reyes, Carlos Enrique; Avello Martínez, Raidell; https://ror.org/03ayjn504
The development of university students’ skills to successfully produce scientific documents has been a recurring topic of study in academia. This paper analyzes the implementation of a training experience using a digital environment mediated by video content materials starring humanoid robots. The research aimed to scale complex thinking and its sub-competencies as a hinge to strengthen basic academic research skills. Students from Colombia, Ecuador, and Mexico committed to preparing a scientific document as part of their professional training participated. A pretest to know their initial level of perception, a posttest to evaluate if there was a change, and a scientific document the students delivered at the end of the training experience comprised the methodology to demonstrate the improvement of their skills. The results indicated students’ perceived improvement in the sub-competencies of systemic, creative, scientific, and innovative thinking; however, their perceptions did not align with that of the tutor who reviewed the delivered scientific product. The conclusion was that although the training experience helped strengthen the students’ skills, variables that are determinants for a student to develop the knowledge necessary to prepare scientific documents and their derived products remain to be analyzed.
Complex thinking and profile of colombian university teachers
(Frontiers, 2024-05-27) Vázquez Parra, José Carlos; Malagón Castro, Luz Elena; Suarez Brito, Paloma; Valencia González, Gloria Clemencia; https://ror.org/03ayjn504
During the last decade, the development of competencies has become a cardinal point for universities, focusing not only on those skills directly associated with technical or disciplinary aspects but also on those necessary in training for life. In this sense, the so-called general (transversal) competencies become primary in the curricula as part of the training of students regardless of discipline. However, although much literature has reported on students’ acquisition and development of these competencies, what is the reality for teachers facing this formative challenge? Methodologically, this study uses the validated EComplexity instrument to assess self-perceived competence in complex thinking among 51 university teachers (30 women and 21 men, mean age 39 years) from southern Colombia, covering five academic disciplines: Business, Health Sciences, Engineering, Social Sciences and Humanities. The aim was to measure their perceived preparedness to teach complex thinking as part of a teacher training course, with an emphasis on the participants’ varied academic backgrounds. For data analysis this study employed a multivariate descriptive statistical analysis using SPSS software. The results determined that the teachers perceived themselves as competent in complex thinking and sub-competencies. In conclusion, the study found that differences in factors such as gender, age and academic discipline did not significantly influence teachers’ self-perceived competence in complex thinking. This article contributes to the identification of essential teaching competences for the teacher education process within competence-based pedagogical models, ensuring the quality of academic work.
Enhancing STEAM education through augmented reality: the EduAR open platform experience
(Frontiers, 2024-05-27) Velarde Camaqui, Davis; Celaya Ramirez, Rosario; Contreras Fuentes, Yéssica Betzabe; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504; https://ror.org/0297axj39
Quality education is pivotal for fostering innovation and development, with Augmented Reality (AR) offering transformative learning experiences. The absence of open-access platforms for AR resources hinders the democratization of educational technology. This study introduces EduAR, an open-access platform designed to provide validated AR resources for STEAM education, aiming to enhance learning processes and promote equitable access to quality education. Employing a mixed-methods approach, the platform’s usability was assessed using the System Usability Scale (SUS), where it achieved a high usability score, highlighting its user-friendliness and effectiveness. Additionally, qualitative feedback through focus groups provided insights into the platform’s impact on learning engagement and skill development. The study yielded the following findings: (a) Incorporating AR in STEAM disciplines through an open validated platform is an effective strategy for enriching learning and teaching processes; (b) The EduAR platform allows effective adoption due to its high usability and accessibility; (c) Design-Based Research is useful when looking to improve an AR educational platform; (d) EduAR is a valuable tool for providing equitable access to quality educational resources; and (e) EduAR promotes problem-solving and critical thinking among students. This comprehensive research underscores the potential of EduAR in enhancing educational outcomes, establishing a solid foundation for future advancements in educational technology and open educational resources (OER). Its benefit is foreseen for both teachers and researchers interested in the implementation of AR in courses within the framework of openness.

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