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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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User experience measurement in design-based research on online educational platforms: contextualization of real-world environments within sustainable development goals for computational thinking
(SAGE Publications, 2025-09-15) Tariq, Rasikh; Ramírez Montoya, María Soledad; Awotwe, Tabbi Wilberforce; Fernández Castro, Verónica; Martínez Reyes, Magally; Novak, Angela
The importance of User Experience Measurement allows understanding how experiences can be optimized to meet functional and emotional needs, complemented with Design-Based Research to scale the redesign of educational platforms, four online educational platforms presented are powered by Artificial Intelligence and educational data mining to offer a tailored learning experience, combining computational thinking with Sustainable Development Goals. We present the analysis of responses of 1,573 users, which yield elements of improvement that will be implemented in the redesign. To measure User Experience of the platform, a nonexperimental quantitative analysis was carried out, using a Feedback survey based on a Likert-scale instrument, measuring perceptions: Emotional impact, Usability, and Satisfaction. The transcendence of this proposal demonstrates good practice in documenting experiences with the redesign of educational platforms that incorporate Artificial Intelligence and data mining, thereby opening a gap in Research on the quality of assessments and scaling of this approach.
Generative artificial intelligence in education: a systematic analysis of opportunities, challenges, and responses
(Taylor & Francis, 2025-08-04) García López, Iván Miguel; Ramírez Montoya, María Soledad; Molina Espinosa, José Martín; Tecnológico de Monterrey
Generative artificial intelligence (GenAI), exemplified by tools such as ChatGPT, is transforming the educational field by offering innovative solutions for the personalization of learning, student motivation, and the optimization of pedagogical processes. The core research question is: How is GenAI transforming educational processes, and what are the challenges and opportunities associated with its implementation? To answer it, a systematic literature review (SLR) was conducted, analyzing recent studies that address applications, policies, and limitations of AI in education. The main findings highlight three key constructs: personalization of learning, which improves academic performance through adaptive interventions; educational innovation, which boosts motivation through interactive and gamified environments; and the need for ethical and inclusive regulation, which guarantees transparency and equity in the use of these technologies. In addition, gaps were identified in institutional policies and existing legal regulation, evidencing the urgency of updating them to respond to emerging challenges. The added value of this study lies in its holistic and comprehensive approach, which connects pedagogical applications, ethical challenges, and regulatory policies, proposing concrete recommendations for the responsible and effective implementation of AI in educational contexts.
Measuring digital transformation in education 4.0 with DT-Smarty: valid and reliable model
(Springer, 2025-04-23) González Pérez, Laura Icela; Enciso González, Juan Antonio; Vicario Solórzano, Claudia Marina; Ramírez Montoya, María Soledad; Tecnológico de Monterrey; Universidad Autónoma de Nuevo León; Dirk Ifenthaler
Validated instruments enable strategic decision-making in an increasingly complex tech- nological environment. Higher Education Institutions (HEIs) should have data measuring technological maturity and readiness for cyber-physical environments, crucial to leading digital transformation and sustainable development. This study presents the validation of an instrument designed to assess academicians’ perceptions of the technological maturity and digital transformation readiness of HEIs. The scale dimensions were constructed and vali- dated in three steps: (1) operationalization of the study variables and scale development, (2) content validation through a nine-expert judgment panel with Aiken’s V, and (3) factor exploratory analysis (EFA) and reliability analysis using Cronbach’s Alpha method. The validation yielded three main findings: Aiken’s V coefficient yielded a value of (>0.82), indicating substantial agreement for the content evaluation of nine experts; reliability test- ing produced a Cronbach’s alpha of .957, demonstrating excellent internal consistency. The Kaiser–Meyer–Olkin (KMO) measure was .919, confirming the questionnaire’s suitability for 19 items. Four critical dimensions were established: (1) Cyber-Physical Systems, (2) Educational platforms and data and analytics, (3) Organizational platforms, and (4) Conti- nuity and security plans. These results validate the instrument as a robust tool for diagnos- ing digital maturity in university contexts, effectively capturing the proposed dimensions essential for educational innovation. The future work to evolve this instrument could shed light on the roadmap for incorporating technological enablers, aligning vocational training with the challenges of Industry 4.0, and supported by predictive AI models that allow the creation of solid governance to lead the digital evolution.
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, Bulent
We 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.
Financial inclusion of vulnerable sectors with a gender perspective: risk analysis model with artificial intelligence based on complex thinking.
(Springer, 2025-01-14) Medina-Vidal, Adriana; Alonso Galicia, Patricia Esther; González Mendoza, Miguel; Ramírez Montoya, María Soledad
The objective is to present a proposal for a gender-sensitive risk analysis model using artificial intelligence (AI) within the framework of complex thinking that provides access to opportunities, specifically for vulnerable populations such as women from underprivileged sections. This international non-parametric study highlights the vulnerability of this population in Mexico through a sample of 2787 women. The methodological design included data analysis, the postulation of a proposed model, and a validation method for the credit risk analysis model. There is a correlation between the level of schooling of impoverished and vulnerable women with the possibility of self-employment and selling a product or service. In the framework of complex thinking, the perception of innovative thinking is related to the level of education and innovative decision-making in professional projects. Women with a higher level of schooling tend to think about their professional projects systematically. Promoting complex thinking involves innovative educational practices to encourage critical, systemic, scientific, and innovative thinking in entrepreneurship and sustainable development. Integrating reasoning for complexity benefits women and contributes to economic and social growth in vulnerable regions. In contrast to other models, our credit risk analysis model uses AI and variables for gender, vulnerability, and complex thinking to detect patterns in women’s behaviors and attitudes in the venture start-up process. Our proposal is the starting point of many analyses to develop further about artificial intelligence based on complex thinking.
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.
Comparison of perceived achievement of complex thinking competency among american, european, and asian university students
(2025) Vázquez Parra, José Carlos; Lis Gutiérrez, Jenny Paola; Henao Rodriguez, Linda Carolina; George Reyes, Carlos Enrique; Tramon Pregnan, Claudia Lorena; Río Urenda, Susana Del; B. Chio, Ma Esther; Tariq, Rasikh
Despite the growing focus of educational institutions on students’ practical abilities beyond theoretical knowledge, the perception that students have of their competencies is crucial for their effective application in professional contexts. Accordingly, this paper reports a study of 435 university students attending ten universities in eight countries in the Americas (Chile, Colombia, Mexico), Asia (Pakistan and the Philippines), and Europe (Spain, Finland, and Serbia). The goal was to measure their perceptions of their achievement of complex thinking competency and its sub-competencies. The intention was to identify how cultural, educational, and socioeconomic differences among countries account for the variances in the students’ self-assessment of competencies, impacting their professional preparedness. The study focused on the competency of complex thinking, considering its critical importance in solving current environmental problems. The analysis employed the non-parametric Brown–Forsythe statistical test and Bonferroni correction, given the non-normality and heteroscedasticity of the data. It was found that (i) there is no statistically significant difference by gender; (ii) there are statistically significant differences in all types of thinking per country, geographical area (continent), and Human Development Index (HDI).
Robots Teaching Teachers: Acceptanceof Technology in Higher Education
(2025-01-01) López Caudana, Edgar Omar; Suarez Brito, Paloma; Baena Rojas, Jose Jaime; admmserna
This study aimed to investigate teacher perceptions of using advanced technological tools, specifically the NAO robot, in co-teaching settings to enhance class development and promote complex thinking in higher education. Complex thinking is a crucial skill in higher education, enabling students to effectively address and solve multifaceted problems.
Remaigining the future through the co-creation of social entrepreneurship in higher education: a multivariate prediction model approach
(Emerald, 2024-12-10) Ramírez Montoya, María Soledad; Casillas Muñoz, Fidel; Tariq, Rashik; Icaza Longoria, Inés Álvarez; Portugués Castro, May; EGADE Bussines School
Purpose – This remastered analysis focuses on the impact of entrepreneurial interventions in higher education institutions (HEI), particularly in social entrepreneurship. The study evaluated the effectiveness of such interventions through a pre-and post-test approach, examining various skill sets in students. The primary goal was to analyze the influence of entrepreneurial training programs on students’ competencies in social entrepreneurship by analyzing changes in personal behavior, leadership, innovation, social value and management skills before and after the educational interventions. Design/methodology/approach – The study employed a quasi-experimental design, analyzing pre-and post-test results in three distinct social entrepreneurship training experiences. The sample consisted of 304 participants, providing a comprehensive view of the impact of these interventions. Findings – The main findings were: (1) Educational interventions in social entrepreneurship must emphasize strategies for self-awareness, emotional intelligence and personal development improvement. The analysis revealed significant improvements in these areas, indicating that targeted strategies in these domains are essential for enhancing the effectiveness of social entrepreneurship education. (2) The impact of educational interventions on these capabilities can be effectively evaluated using machine learning methods such as ordinary least squares (OLS) regression. This approach allows for the inclusion of variables such as gender, age or location, providing a comprehensive assessment of the interventions’ impact. (3) The interventions were particularly effective in improving students’ innovation and leadership competencies. The analysis demonstrated substantial enhancements in these areas, underscoring the success of the interventions in developing these critical skills. (4) The study highlighted the need for a more focused approach in future interventions, emphasizing the importance of management, social value and personal skills. Additionally, it pointed out the necessity of developing and utilizing appropriate tools to create and evaluate these interventions effectively. Practical implications – The study provides insights into improving educational interventions in social entrepreneurship to better develop essential skills in students. Originality/value – This research introduces a significant approach to educational interventions for educational communities and decision-makers by demonstrating the effectiveness of entrepreneurial training for competencies in innovation and leadership, which are crucial for societal and economic development.
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.

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