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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- Complex competencies for leader education: artificial intelligence analysis in student achievement profiling(Taylor @ Francis Online, 2024-07-21) Ramírez Montoya, María Soledad; Morales Menendez, Ruben; Tworek, Michael; Escobar Díaz, Carlos Alberto; Tariq, Rasikh; Tenorio Sepúlveda, Gloria Concepción; https://ror.org/03ayjn504; https://ror.org/03vek6s52Future education requires fostering high-level competencies to enhance student talent, and artificial intelligence (AI) can help in profile analysis. The aim was to determine the variables that predict the GPA of students in the ‘Leaders of Tomorrow’ program through an integrated methodology of data analytics, machine learning modeling, and feature engineering in order to generate knowledge about the application of AI in social impact programs. This research focused on 466 graduates of a ‘Leaders of Tomorrow’. A regression analysis was performed to model the relationship between the dependent variable and multiple independent variables. The findings revealed: (a) Analysis of variance (ANOVA) demonstrated exceptional model fit for predicting ‘student.term_Grade Academic Performance (GPA)_program’ with an R-squared of 0.999; (b) Visual analysis showed that significant variables like age and origin-school Grade-Point Average (GPA) affect term GPA; (c) Kendall tau correlation revealed a positive correlation of origin-school GPA with term GPA and a slightly negative one with age; (d) Support Vector Machine (SVM) regression aligned actual and predicted GPAs closely, indicating high accuracy; and (e) Recursive Feature Elimination (RFE) identified ‘student_originSchool.gpa’ as the most predictive feature. This study is intended to be of value to academic communities interested in enhancing the academic profiles of students with complex competencies, as well as communities interested in applying AI in education for predictions that contribute to trajectories for training.
- Exploring complex thinking in latin american universities: comparative analysis between programs and alternative credentials(Taylor @ Francis Online, 2024-03-17) Ramírez Montoya, María Soledad; Quintero Gámez, Lorena; Sanabria Zepeda, Jorge Carlos; Portuguez Castro, May Iliana; https://ror.org/03ayjn504Training the high-order competency of complex thinking encompasses addressing its sub-competencies of critical, innovative, scientific and systemic thinking. In this framework, how do the practices of reasoning for complexity in Latin American institutions differ from other regions? This study focused on comparing training practices that promote complex thinking in national and international educational entities through analysis of their programs and alternative professional credentials to identify best educational practices. The comparative education method benchmarked the selected institutions and compared the best educational practices. The four categories of analysis were the philosophical, theoretical, and political components and the educational process. A significant-document analysis was applied to publications found on the websites of 19 educational institutions, and the data were triangulated. The findings accounted for (a) educational institutions seeking to educate individuals who can improve the quality of life in society and contribute to sustainable development, (b) educational practices aimed at developing complex thinking competencies and lifelong learning as essential for new educational models, (c) the collaboration of researchers, faculty, and other stakeholders, and appropriate tools for formative assessment, promoting the development of complex reasoning competencies in changing environments, and (d) educational processes focused on developing high skills, innovation, and digital transformation as essential for designing the future of education. This study is intended to be of value to managers, decision-makers, professors, researchers, and society interested in creating new programs to develop high-level capabilities, such as complex thinking.
- Navigating interconnected complexities: validation and reliability of an instrument for sustainable development of education 5.0(Taylor @ Francis Online, 2024) Ramírez Montoya, María Soledad; Vicario Solórzano, Claudia Marina; González Pérez, Laura Icela; https://ror.org/03ayjn504; https://ror.org/059sp8j34; https://ror.org/01fh86n78Sustainability actions in Higher Education Institutions (HEIs) profoundly affect students, employees and their communities. These aim at social and economic benefits for local communities. Sustainability must be measured, and its goals must be achieved as part of the university’s mission to impact the community significantly. This work provides the validation results for an instrument that assesses academicians’ perceptions of HEI sustainability activities. The study began with a preliminary investigation of 121 Mexican public HEI students. The scale dimensions were constructed and validated in three steps: (a) establishing a theoretical framework to identify the necessary dimensions, (b) content validation through the judgment of five experts and (c) factor analysis and determination of instrument internal consistency to establish its reliability. The validation yielded three main findings: Aiken’s V coefficient (>0.89) showed high content-based validity indicators. Also, Cronbach’s alpha was 0.937. The exploratory factor analysis (EFA) calculated correlation coefficients for the 18-item instrument. The four variables tested in the study (economic and social impact, human rights and gender perspective, environment and work experience and social impact) yielded satisfactory internal consistency. The research affirms a methodology to measure the progress of sustainability models for Education 5.0 using technologies and resources to maximize human well-being.
- AI-Based platform design for complex thinking assessment: a case study of an ideathon using the transition design approach(Taylor @ Francis Online, 2023-11-28) Sanabria Zepeda, Jorge Carlos; Alfaro Ponce, Berenice; Argüelles Cruz, Amadeo; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; https://ror.org/059sp8j34Emerging Artificial Intelligence-enhanced technology platforms in education warrant attention to exploring new learning strategies and dynamics. Keeping up with the accelerating momentum to bring classic traditional learning activities to Artificial Intelligence-supported platforms may unbalance the interest in developing the participants’ higher-order thinking. This article presents case study research of an Artificial Intelligence-based technological platform to measure complex thinking traits of higher education participants in an Ideathon learning scenario. The didactical strategy was grounded in the Transition Design approach, with Sharing Economy as the challenge. An overview of the process for developing Artificial Intelligence-supported activities, the challenges and risks identified in the development, and a classification model and enhancements for future implementation in a subsequent pilot are presented. The findings set a guideline for balancing Artificial Intelligence-powered educational activities and the development of the participants’ complex thinking.