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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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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.
- AI platform model on 4IR megatrend challenges: complex thinking by active and transformational learning(Emerald Publishing Limited, 2024-02-06) Olivo Montaño, Pamela Geraldine; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work.
- Reusable educational resources for developing complex thinking on open platforms(Springer, 2023-12-01) Sanabria Zepeda, Jorge Carlos; Alfaro Ponce, Berenice; González Pérez, Laura Icela; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; https://ror.org/01fh86n78In the context of rapid technological advancements and the increasing availability of Open Educational Resources (OER), there is a growing need to foster complex thinking skills in higher education. The study aims to characterize OER platforms that facilitate the development of such skills, grounded in UNESCO’s recommendations and the evolving definitions of complex thinking. Utilizing a Systematic Literature Review (SLR), the research focuses on three key questions: the type of open license allowing 5R activities, the technical options based on the ALMS Framework, and the sub-competencies of complex thinking that can be nurtured through OER. The study identifies and categorizes key platforms conducive to the development of complex thinking skills, namely innovative, critical, scientific, and systemic thinking. These platforms are analyzed based on their licensing types and technical capabilities. Findings indicate that most of the platforms studied support 5R activities under Creative Commons licenses, require advanced editing skills, and more than half address multiple subcompetencies of complex thinking. The study concludes that the adaptation, reuse, and redistribution of OER can significantly contribute to fostering complex thinking skills, aligning educational practices with 21st-century demands. Recommendations include the development of frameworks by higher education institutions to normalize OER platforms and meet students’ needs, as well as future research to assess user behavior and sustainability of these platforms.
- Research competencies in university students: Intertwining complex thinking and Education 4.0(2023-10-09) George Reyes, Carlos Enrique; López Caudana, Edgar Omar; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504Research competencies are skills that university students must develop to create and socialize scientific products during their academic live. In this research, an experience was implemented to improve the students’ competency levels through its imbrication with complex thinking and the use of Education 4.0 applications, such as remote team workflow development apps, web-based virtual reality, and social robotics. The study was sequential-quantitative and descriptive. A questionnaire was applied before and after the experience to know the perception of 105 Mexican university students, later a rubric was implemented for the teacher’s assessment. The results indicate that the students perceived an improvement in their research skills, however, the evaluation showed a difference between the student’s perception and the teacher’s regarding improvement in said skills. The experience can be scaled to other scenarios, where disruptive teaching strategies can support research skills development.
- Education 4.0 Maturity Models for Society 5.0:Systematic literature review(Taylor @ Francis Online, 2023-09-16) González Pérez, Laura Icela; Ramírez Montoya, María Soledad; Enciso González, Juan Antonio; https://ror.org/01fh86n78; https://ror.org/03ayjn504Society 5.0 is a transformative vision for the future driven by integrating digital technologies and human-centered approaches, fusing with cyber-physical spaces to create a smart society that addresses megatrends through innovative and collaborative solutions by stakeholders. This article analyzes Maturity Models (MMs) in Higher Education to identify the components of Education 4.0 that aim to achieve Society 5.0, seeking the dimensions and levels associated with the quintuple helix and the mission of the HEIs. We conducted a systematic literature review (SLR) guided by research questions to highlight studies that address Maturity Models worldwide, identify components of Education 4.0 in the MM, research methods and instruments used, internal and external stakeholders, and some characteristics of the university missions. The study method employed was a Systematic Review analyzing 26 articles from 2018 to 2023 found in WoS and Scopus databases using inclusion and exclusion criteria under a Prisma workflow. The findings were that the HEIs must: a) analyze dimensions of various Education 4.0 components in a balanced way, b) incorporate comparative designs and mixed methods of the MM models, c) provide technology transfer services, training, and data centers, d) provide fully open environments to educate all citizens inclusively, and e) use sustainable MMs for a significant difference in impact. This review offers educational leaders and policymakers the methodologies for measuring the Education 4.0 path to Society 5.0.
- Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications(2023-06-19) Patiño Zúñiga, Irma Azeneth; Ramírez Montoya, María Soledad; Ibarra Vázquez, Gerardo; https://ror.org/03ayjn504Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies.
- Complex thinking through a Transition Design-guided Ideathon: testing an AI platform on the topic of sharing economy(2023-05-30) Sanabria Zepeda, Jorge Carlos; Castillo Martínez, Isolda Margarita; González Pérez, Laura Icela; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504This proof-of-concept study of an AI-based platform aimed to integrate a sequence of activities into the design of an online platform to assess the development of complex thinking competency in higher education students.
- 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.
- Active learning and education 4.0 for complex thinking training: analysis of two case studies in open education(Springer, 2023-01-25) Ramírez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Buenestado Fernández, Mariana; Instituto Tecnológico y de Estudios Superiores de MonterreyThis article focuses on empirically analyzing the final products designed by 147 academics from 11 countries who participated in an international open education movement workshop by answering the research questions “What are the technopedagogical components of the products designed by the participants to encourage the open educational movement? and what practice of the open educational movement is being executed?” The article starts with a conceptual basis that describes the concepts of Active learning, Education 4.0, Complex Thinking and Open Education. It presents (1) the case study methodology on which this research is based, (2) two case studies on open education, (3) a game‑based intervention proposal to support instructors in training university students in complex thinking skills based on Education 4.0 technologies and game‑based learning principles, (4) and a discussion of the findings and opportunities for further work in the area. The findings of this study reveal that (A) the use of emerging and 4.0 technologies in initiatives of the open education movement continue to increase; (B) most of the open education initiatives designed by academics participating in the workshops were focused on the production of OER; and (C) inclusive access to education and continuing professional development of teachers is a constant concern addressed in open education initiatives. The results of this research suggest that training and development interventions implying the creation or design of open education initiatives should focus on encouraging all kinds of open education practices (i.e. use, production, dissemination and mobilization)