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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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- Driving complex thinking and technological entrepreneurship with artificial intelligence: a mixed methods study.(Elsevier, 2025-09) Álvarez Icaza Longoria, Inés; Martínez Arboleda, Antonio; Miranda Mendoza, Jhonattan; Suárez Brito, Paloma; Ramírez Montoya, María Soledad; Tecnológico de Monterrey; Xiaoyang ZhouAI technologies offer unique capabilities that enhance collaboration and creativity among students by providing novel insights, generating diverse perspectives, and triggering the development of innovative thinking as a sub-competency of the mega-competency of complex thinking. Regarding entrepreneurial skills development, applying AI-powered tools, such as natural language processing on digital educational platforms, allows student to engage in dynamic ideation processes for entrepreneurial projects with social, technological, and scientific approaches. This article explores the application of artificial intelligence (AI) as a valuable resource for fostering creative idea generation within co-creation strategies for university students. In a mixed-method analysis, we obtained valuable information regarding engagement through co-creation approaches. This paper describes the early implementation stages of the introductory course in technological entrepreneurship, applying the educational platform OpenEdR4C in a hybrid workshop with a group of 20 students in a public higher education institution in central Mexico, this being the first group of >900 people reached during 2024. The findings show that (a) the students are prone to use and explore AI tools in a natural and immediate manner, (b) interdisciplinary collaboration was effectively promoted through co-creation strategies, and (c) training the tool is crucial to keep engagement and ideas fluency. This is a contribution to the exploration to open new opportunities for interdisciplinary collaboration, experiential learning, and knowledge co-production, ultimately empowering students to develop innovative solutions to complex societal challenges.
- Reading for all implementing public policies: Quantitative method and process evaluation in early literacy.(Elsevier, 2025-01-14) Honorato Errázuriz, Jesús; Bastidas Schade, Valentina; Ramirez Montoya, María Soledad; EGADE Business SchoolLearning to read in the first grade is essential for reducing educational inequalities, highlighting the need to evaluate and enhance reading programs. This study examines "Plan Leo Primero," an innovative national initiative to ensure that all first-grade students in Chile effectively learn to read and comprehend texts. A total of 715 educational stakeholders—including principals, technical leaders, teachers, and guardians—participated in the evaluation, which used validated questionnaires across two regions of the country. The study employed a quantitative and descriptive methodological approach to evaluate the implementation process of the program, fidelity, and impact on literacy outcomes. Despite challenges posed by the COVID-19 pandemic, such as reduced student attendance, shorter implementation periods, and limited resources, the findings indicated successful program implementation with significant improvements in first-grade literacy. Key results included high acceptance and frequent use of the program’s instructional guides and pedagogical tools by teachers, widespread adoption of structured methods aligned with cognitive theory, enhanced teachers’ digital competencies, and strong engagement from guardians in reading activities. Grounded in action theory, the study emphasizes the alignment between program strategies, stakeholder participation, and systemic actions, fostering sustainable literacy progress. The process evaluation identified areas for improving program fidelity, demonstrating that structured evaluation frameworks ensure robust implementation and open avenues for future research. Future projections include assessing the use of technology and communication tools and promoting the social appropriation of knowledge among all stakeholders to drive inclusive and impactful literacy reforms in Chile and the broader Spanish-speaking world.
- Global insights in giftedness research: mapping current characteristics and challenges(2024-09-17) Quintero Gámez, Lorena Alicia; Sanabria Zepeda, Jorge Carlos; Tecnologico de Monterrey; https://ror.org/03ayjn504; Tarman, BulentIdentifying gifted students in today’s complex context requires precision in both the definition of the concept and its constituent characteristics. However, there are discrepancies worldwide in the instruments established to diagnose gifted students. This study undertook a systematic literature review (SLR) to identify the most representative characteristics of this profile. A database of 676 articles from Scopus and WoS was analyzed, of which 37 were screened for further study using a content analysis approach. The study aimed to answer two research questions: (1) What are the prevailing characteristics of research on giftedness? (2) What are the challenges and barriers to current research and practice in gifted research? These inquiries were addressed through a series of disaggregated questions divided into four categories: publication metrics, study methodology, identification and support of giftedeness, and technology used. The main findings were a) the lack of standardized measures for identifying gifted individuals; b) the important role of teacher training in identifying and supporting gifted profiles; and c) the inherent limitations of research on giftedness, which constrain the generalizability of its findings. It was concluded that emotional intelligence plays a critical role in giftedness. Key challenges identified include discrepancies in giftedness identification instruments and the impact of cultural and socio-economic factors on gifted education.
- Scientific thinking engineering and health sciences.Competency analysis in a mexican university(JSSER, 2024-06-25) Suárez Brito, Paloma; Vázquez Parra, José Carlos; Alonso Galicia, Patricia Esther; Cruz Sandoval, Marco Antonio; Malagón Castro, Luz Elena; https://ror.org/03ayjn504This article presents the findings of a comprehensive skills-and-competencies analysis conducted among incoming Engineering and Health Sciences freshmen at a leading technological university in Mexico. The primary objective was to determine whether these students possessed an ideal competency profile that would effectively prepare them to meet the evolving demands of their future professional training. The study focuses on evaluating complex thinking macro-competency, recognizing its critical importance in equipping individuals to tackle the multifaceted challenges and intricacies they will encounter in their academic and professional journeys. More precisely, this research focuses on the assessment of scientific thinking as a meta-competency of complex thinking macro-competency and considered a cornerstone competency essential for success in the fields of Engineering and Health Sciences. The statistically significant findings demonstrated marked disparities in the perception and development of complex thinking macro-competency and, specifically, in the meta-competency of scientific thinking among incoming students in the Engineering and Health Sciences domains, as opposed to their counterparts in Humanities and Social Science. This observation gains particular importance in the context of the requisite competency sets for career paths in Engineering and Health Sciences, accentuating the students' proficiency and preparedness to excel in their selected fields. These results emphasize the criticality of conducting competency assessments at early stages and advocate for the modification of educational methodologies to foster the specialized competencies vital for prospective success in these disciplines. The results are analyzed in terms of their suitability for aligning educational goals with the evolving demands of the Engineering and Health Sciences fields. Overall, this study centers on the fundamental aspects of education, highlighting its importance not only due to its relevance but also for its capacity to drive meaningful changes in the future landscape of higher education.
- Adaptive learning for complex thinking: A systematic review of users' profiling strategies(JSSER, 2024-06-17) Álvarez Icaza Longoria, Inés; Molina Espinosa, José Martín; Suarez Brito, Paloma; https://ror.org/03ayjn504Adaptive learning strategies applied to e-learning have become a relevant approach towards diversity and inclusion. They bring several benefits to learners in the role of digital platform users, related to the user experience, but primarily in the learning process optimization. It aims to provide mediation, tailored content, and adequate channels for users' capabilities and learning styles. The OpenEdR4C is a digital open educational platform designed to expand complex reasoning skills in students and lifelong learners of higher education. The platform addresses five types of learning obstacles: sensory limitations, learning styles, sociodemographic and socioeconomic contexts, and certain kinds of neurodiversity. All these considerations require a dynamic and assertive user profiling strategy to provide compelling adaptive learning experiences. This paper presents a Systematic Literature Review of user profiling strategies published in the last five years in SCOPUS and Web of Science databases. The findings allowed for the identification of successful and applicable strategies that the OpenEdR4C research and development teams used to select and shape the suitable strategy for the platform in three levels: a) procedures that allow the user to self-declare their profile and preferences; b) profiling based on the system's detection of patterns and behaviors shown by the users; and c) evaluation techniques to validate the effectiveness of the profiling instruments. The results and discussion presented are valuable insights for educators, developers in the context of open educational resources design, and decision-makers of HiEd institutions or training centers. There is a suitable strategy for every type of profiling necessity; here is a combination of many to be used and developed collectively.
- Effectiveness of challenge-based learning in undergraduate engineering programs from competencies and gender perspectives(MDPI, 2024-02-29) Huesca Juárez, Gilberto; Rodríguez Rosales, Adriana; Lara Prieto, Vianney; Ruiz Cantisani, Maria Ileana; Acevedo Mascarúa, Joaquín; School of Engineering and Sciences, Tecnologico de Monterrey; https://ror.org/03ayjn504; Gamage, KelumActive learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in limited time and application environments, for example, one semester or one activity in a course. In this work, we present a quantitative study that was applied to results of the National Center for the Evaluation of Higher Education’s Engineering Bachelor’s Degree Standardized General Examination of 4226 students comparing those who received a traditional educational model and those who received a challenge-based learning educational model. A statistical analysis of communication and disciplinary competencies found that the traditional educational model induces a greater marginal significant result in the test. Additionally, we found that female students perform better in communication competencies while male students perform better in disciplinary competencies. Our results confirm that challenge-based learning is as effective as a traditional educational model when applied during complete undergraduate studies while developing competencies like critical thinking, long-term retention, leadership, multidisciplinary teamwork, and decision-making. Challenge based learning is a prolific learning strategy for evolving into a new way of teaching in undergraduate programs.
- Adaptive Learning for Complex Thinking: A Systematic Review of Users' Profiling Strategies(2024) Alvarez Icaza Longoria, Inés; Molina Espinosa, José Martín; Suárez Brito, Paloma; Instituto Tecnológico y de Estudios Superiores de MonterreyAdaptive learning strategies applied to e-learning have become a relevant approach towards diversity and inclusion. They bring several benefits to learners in the role of digital platform users, related to the user experience, but primarily in the learning process optimization. It aims to provide mediation, tailored content, and adequate channels for users' capabilities and learning styles. The OpenEdR4C is a digital open educational platform designed to expand complex reasoning skills in students and lifelong learners of higher education. The platform addresses five types of learning obstacles: sensory limitations, learning styles, sociodemographic and socioeconomic contexts, and certain kinds of neurodiversity. All these considerations require a dynamic and assertive user profiling strategy to provide compelling adaptive learning experiences. This paper presents a Systematic Literature Review of user profiling strategies published in the last five years in SCOPUS and Web of Science databases. The findings allowed for the identification of successful and applicable strategies that the OpenEdR4C research and development teams used to select and shape the suitable strategy for the platform in three levels: a) procedures that allow the user to self-declare their profile and preferences; b) profiling based on the system's detection of patterns and behaviors shown by the users; and c) evaluation techniques to validate the effectiveness of the profiling instruments. The results and discussion presented are valuable insights for educators, developers in the context of open educational resources design, and decision-makers of HiEd institutions or training centers. There is a suitable strategy for every type of profiling necessity; here is a combination of many to be used and developed collectively.
- Data analysis in factors of social entrepreneurship to design planning tools in complex thinkin(Science Direct, 2023-08-22) Ibarra Vázquez, Gerardo; Ramírez Montoya, María Soledad; Miranda Mendoza, Jhonattan; https://ror.org/03ayjn504This work presents the results of an exploratory pilot that analyzes the factors that influence self-reported social entrepreneurship competency and previous family backgrounds that might positively influence the development of the set of sub-competencies of complex thinking. It has been observed that individuals who put into practice the competencies that make up complex thinking perform better in overcoming the challenges of generating social value in contemporary society. Data were collected from a convenience sample of 47 students attending a private Higher Education Institution in Mexico using the “Profile of the Social Entrepreneur Instrumentóó. The data analysis comprised 1) validation of the instruments reliability, 2) tendencies and the frequency distribution of the data, 3) grouping by entrepreneurial family background, 4) the principal component analysis and 5) a clustering analysis. Our results support that forming Complex Thinking competencies for social entrepreneurship is not directly influenced by previous family experiences. Still, they recognize that these experiences are relevant in helping students become familiar with entrepreneurship-related issues. This paper empirically supports the hypotheses that social entrepreneurship experiences affect the correlations between social innovations and resolving complex global public problems.
- Research foresight in bridging open science and open innovation:overview based on the complex thinking paradigm(Elsevier, 2023-08-06) Sanabria Zepeda, Jorge Carlos; Cruz Sandoval, Marco Antonio; Moreno Romo, Athziri; Bosch Gomez, Sofia; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504Open innovation benefits from access to cutting-edge discoveries to increase their transformation into tangible applications for the benefit of society. Improving research quality has been proposed as a primary objective of open science by the United Nations, to increase science reproducibility, impact, and trust, leading to robust decision-making and policies. However, opening access to data and processes is insufficient for researchers to achieve open innovation in the context of globalization, for example, by gathering insights from external and internal sources. Developing the appropriate mindset to manage complexity and generate synergy among researchers in academia, industry, and the government is essential to catalyze knowledge and transform it into relevant innovations for society. To gain insights into the roles and challenges of researchers aiming to bridge the gap between open science and open innovation, a decade-plus Mapping Literature Review was conducted based on the complex thinking paradigm. Complex thinking allows for novel connections of the information collected through open science and open innovation, considering different forms of engaging with alternative means of knowledge creation that may promote innovative and critical thinking. The findings revealed: a) broad positioning of the terms in the European Union; b) open access and open data as current driving themes; c) a constant trade-off between the terms “open data” and “information protection”; d) lack of studies on researchers’ complex thinking to help them manage openness; e) absence of the environmental helix in the initiatives; and (f) challenges in innovative communication and collaborative practices among public and private entities. Overall, we identified an opportunity to develop researchers’ complex thinking such that the openness of information becomes a shared responsibility among partners across multiple helices. This shared responsibility can have methodological implications that permeate how open science and open innovation are theorized and, in practice, facilitate the development of fundamental collaborative research procedures.
- Information communication technologies, artificial intelligence, and social robotics:a complex-thinking vector in higher education?(Journal of Social Studies Education Research (JSSER), 2023-06-21) Baena Rojas, José Jaime; Castillo Martínez, Isolda Margarita; Mendez Garduño, Juana Isabel; Suárez Brito, Paloma; López Caudana, Edgar Omar; https://ror.org/03ayjn504Various technological devices, especially information communications technologies (ICTs), have become increasingly remarkable in higher education to help develop students' skills and qualifications. Considering this trend, supported by several academic theories, this paper proposes a breakthrough guidebook for universities and other scholastic environments based on reasoning-for-complexity using mainly artificial intelligence (AI) and social robotics (SR). The current research provides the instructions to follow in a real class supported by AI and SR with a precise compendium of steps. On the one hand, this is done by reviewing previous studies on educational processes with AI and SR and synthesizing their findings to draw out common themes from the literature. These topics are categorized into clusters in the form of guiding questions that professors can use to prepare their classes. On the other hand, it describes the students' steps for completing the activities. These were developed with previous forms to establish different profiles and apply custom-made assessment activities. The final part of this paper involves a set of reflections regarding these two technological resources (AI and SR) to demonstrate their utility in education.