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.
Browse
Search Results
- A look at sustainability through the lens of the sustainable development goals and education 5.0: A systematic review of the literature(Journal of Social Studies Education Research, 2025-03-31) Ramírez Montoya, María Soledad; Tariq, Rasikh; Rozo García, Hugo Alexander; Casillas Muñoz, Fidel; Tarman, BulentWe discuss a new construct called Industry 5.0, which has infiltrated the education sector, enabling us to explore Education 5.0. This concept is based on the use of advanced technologies that enable it to address global issues in contemporary society, many of which are related to sustainability. In line with the above, the aim of this research was to reveal the possible advances that have been made in Education 5.0 and its relationship with Sustainable Development Goals, especially sustainability, to achieve this, a systematic literature review was carried out, analyzing 92 articles from the Web of Science (WoS) and Scopus databases. The analysis was carried out through research questions that allowed the documentary corpus to be explored, organized, and segmented in order to focus on three elements How sustainability has been approached by Education 5.0, the possible challenges it faces in working toward sustainability in the immediate future, and finally, a characterization of the publications. The results take into account that: a) the management of education and its relationship with industry 5.0 seems to be the favorite topic when SDGs are addressed; b) the impact on sustainability for 5.0 technologies is diverse, ranging from facilitating intelligent resource management to refining teaching methods, raising awareness of sustainability, improving collaboration and promoting virtuality; c) SDGs is the topic less addressed in the literature in the margin of Education 5. 0; d) Most of the authors agreed that the main challenge is the widespread adoption of technologies in Education 5.0. The review concludes that the emergence of Education 5.0 introduces technological advances accentuated by a human-centered vision. However, it is urgent that institutions adopt an inquisitiveness about quality education, the achievement of SDGs, and the sustainability of education to amplify sustainable key competencies, such as creativity and human-centered thinking.
- Citizen science's influence on public policy for addressing complexity:a systematic review of tech-based projects in higher education(Journal of Social Studies Education Research, 2023) Alfaro Ponce, Berenice; Sanabria Zepeda, Jorge Carlos; Rivero Zambrano, Luis Francisco; Muñoz Ibáñez, Cristopher Antonio; Tecnológico de Monterrey; https://ror.org/03ayjn504Citizen science’s (CS) deployment and benefit over the last ten years have been remarkably substantial in their contributions to the massification of citizen participation in tech-based CS projects. Insights into how CS projects influence community changes through proposals of actions and public policies are essential to understanding how they facilitate citizens' advocacy in decisionmaking at various ecosystem levels. To this end, we conducted a systematic literature review of tech-based CS projects published between 2017 and 2022, in which the participation of the tertiary education sector played a central role. We used a guideline that education plays a fundamental role in developing technology-based CS projects. The more educational processes, such as incorporating activities that strengthen complex thinking in citizens, the greater their involvement in decision-making to propose public policies that address their current problems. Findings suggested that a) there is significant involvement of the educational system with CS; b) CS projects do not comply with the innovation helixes; c) tech-based CS projects usually indirectly develop competencies and sub-competencies of complex thinking, and d) social actions are clearly articulated through these competencies and sub-competencies that determine the complete cycle of tech-based CS projects, which result in organized actions or public policies. To sum up, this study serves as a call for long-term co-design projects that consider both the individual development of the participants and the integral impact on decision-making at all levels