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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- 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, RasikhDespite 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).
- Systemic thinking and gender: an exploratory study of mexican female university students(Springer Nature, 2023-11-10) Cruz Sandoval, Marco Antonio; Carlos Arroyo, Martina; De los Ríos Berjillos, Araceli; Instituto para el Futuro de la Educación, Tecnológico de Monterrey; https://ror.org/03ayjn504; https://ror.org/026p1jb43; https://ror.org/0075gfd51The purpose of this article is to present the results of a study conducted on a population of students from two educational institutions in western Mexico. The intention is to identify how students perceive their level of systemic thinking, focusing primarily on women. Thus, this article seeks to identify differences not only on the basis of gender (men–women) but also on the basis of social status (public and private institutions). Methodologically, a descriptive statistical analysis was carried out with which it was possible to conclude that, although statistically significant differences between men and women are not identified, they are found between groups of women in public and private institutions. This article invites reflection on the need to study possible gender gaps from an intersectional perspective, which considers the differences between genders and the various dimensions and relations of women in their educational process.
- Critical thinking and student well-being: An approach in university students(MDPI, 2023-11-06) Vázquez Parra, José Carlos; Suárez Brito, Paloma; Alonso Galicia, Patricia Esther; Echaniz Barrondo, Arantza; https://ror.org/03ayjn504; https://ror.org/00ne6sr39Human well-being is a dynamic and changing concept as it depends on personal, social, cultural, and political factors and varies over time according to individual circumstances. Therefore, it is essential to address this issue from a comprehensive and multidisciplinary approach, seeking that individuals, from an early age, manage to develop skills and attitudes that allow them to achieve a balance in their lives. This article presents the results of the measurement of students’ perceived achievement of the competence of complex thinking in a subject focused on human development. Specifically, the research sought to identify whether there is a relationship between the level of critical thinking and the acquisition of skills associated with human well-being. The selection of critical thinking is based on the fact that this cognitive ability is one of the subcompetencies included in complex thinking. The sample was a group of university students from different disciplines and educational levels. Methodologically, descriptive analyses were made on the means of students’ responses to a validated instrument measuring the perceived achievement of complex thinking competency and its subcompetencies and the final evaluations of the students’ course. In conclusion, an improvement in the perception of achievement of complex thinking competency and its subcompetencies is demonstrated in the students, with critical thinking that achieved the best means, its increase being significant for the whole group and for women but not for men. In this sense, although it was not possible to demonstrate a statistically significant relationship between the development of this subcompetency and the acquisition of tools associated with well-being, data showing a possible association between these elements were obtained.
- Perception of the level of competency of candidates for graduation: a multidisciplinary approach to complex thinking(MDPI, 2023-10) Vázquez-Parra, José Carlos; Cruz-Sandoval, Marco; Suarez-Brito, Paloma; Institute for the Future of EducationComplex thinking is a cognitive skill that focuses on the integrated analysis and synthesis of information with a systemic and critical perspective that enables creative decision-making in the face of complex realities or challenges. At the educational level, it is valued as a transdisciplinary competency, meaning it is relevant for individuals regardless of their profession or field of study. This article presents the results of measuring the perceived achievement of complex thinking among 830 graduating students from a technological university in Mexico, aiming to identify possible significant differences based on their discipline or major. Methodologically, a multivariate descriptive statistical analysis was performed using R and RStudio software, including calculation of means and standard deviations, violin plots, boxplot and ANOVA significance analysis, and t-test. The results show that the differences were not statistically significant in all the disciplines, although it is possible to note significant differences, which reveals a differentiated behavior in the process of formation and development of complex thinking according to the discipline of study. In conclusion, the present study shows that the students’ areas of training are associated with differences in perception of complex thinking and its associated sub-competencies, thus differentiating this ability in their graduation profile. This article contributes to the existing literature on the formation and development of complex thinking and its sub-competencies as relevant professional skills for lifelong learning.
- Development of complex thinking in a professional training process: An approach to business students of a mexican university(2023-07-14) Carlos Arroyo, Martina; Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Romero Rodríguez, José María; https://ror.org/03ayjn504; https://ror.org/04njjy449This article aims to present an analysis of the development of the level of perceived achievement of complex thinking competency in a group of business students at a university in Mexico. The intention was to identify the scaling of the competency and its sub-competencies during the training process and whether the students have the necessary skills to solve the problems and meet the challenges of their future environments. The study conducted exploratory and multivariate descriptive statistical analyses. The results showed that the participants perceived their achievement of the competency and its sub-competencies highly at the end of their training process and that the students scaled up their sub-competencies considerably.
- Complex thinking and Its relevance in professional training:an approach to engineering students in a mexican university(2023-04-27) Cruz Sandoval, Marco; Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Del Angel Gonzalez, Marco Vinicio; Instituto para el Futuro de la Educación, Tecnológico de MonterreyThis article aims to present the results of an analysis of the level of perceived achievement of the complex thinking competency among a group of engineering students in their last semester at a university in Western Mexico. The intention is to identify whether this population has the necessary skills to meet challenges and solve problems related to the demands of their future professional environments. Specifically, we not only seek to know the level of perception of achievement of complex thinking but also to understand its behavior and the possible existence of differences between the male and female populations. Methodologically, exploratory and multivariate descriptive statistical analyses were carried out. The results showed that the participants felt a high level of perceived achievement of the complex thinking competency, which was more noticeable in the male population.
- Social entrepreneurship, complex thinking, and entrepreneurial self-efficacy: correlational study in a sample of mexican students(MDPI, 2023-04-03) Vázquez Parra, José Carlos; Alonso Galicia, Patricia Esther; Cruz Sandoval, Marco Antonio; Suárez Brito, Paloma; Carlos Arroyo, Martina; Instituto para el Futuro de la Educación, Tecnológico de MonterreyThis article presents the results of a study conducted on a sample population of students attending a technological university in western Mexico. The development of the entrepreneurial self-efficacy competency was evaluated within a process of ideation of social entrepreneurship projects to develop social entrepreneurship and complex thinking competencies. A multivariate descriptive analysis was implemented to demonstrate possible statistically significant correlations between the competencies of social entrepreneurship, complex thinking, and entrepreneurial self-efficacy. The results confirm the correlations between the competencies of social entrepreneurship, complex thinking, and entrepreneurial self-efficacy, concluding that there is statistically significant information to indicate that the complex thinking competency positively impacts not only the process of generating social entrepreneurship projects but also the scaling of entrepreneurs’ perceptions about their capabilities at the time of entrepreneurship. At a practical level, this study presents results that argue for the need to develop complex thinking in students in social entrepreneurship programs, both in universities and in organizations that promote entrepreneurship. It confirms that complex thinking is a valuable competency in the ideation and generation of entrepreneurial proposals.
- Gender gap in the perception of mastery of reasoning-for-complexity competency: an approach in Latin America(Emerald, 2023-03-28) Vázquez Parra, José Carlos; Castillo Martínez, Isolda Margarita; Ramírez Montoya, María Soledad; Amézquita Zamora, Juan Alberto; Cruz Sandoval, Marco Antonio; ; Instituto para el Futuro de la Educación, Tecnológico de MonterreyThe study aims to assess students' perceived mastery of reasoning-for-complexity competency and its sub-competencies in a sample of students in a Latin American university. The intention was to identify statistically significant differences between a population of men and women with similar sociocultural characteristics, assessing whether gender could be a factor for educational institutions to consider when implementing strategies to develop this competency.
- Student perception of the level of development of complex thinking: an approach Involving University Women in Mexico(Routledge, 2023-03) Cruz Sandoval, Marco; Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Amezquita Zamora, Juan; Instituto para el Futuro de la Educación, Tecnológico de MonterreyGoing beyond teaching knowledge to develop students’ competencies challenges contemporary universities because acquiring knowledge is insufficient without the capacity to implement it in real environments. Complex thinking is among the most valued competencies. It allows people to reason to solve problems, integrating their scientific, systemic, critical, and innovative skills. However, theoretically, there is a gender gap in the acquisition and development of complex thinking, suggesting inequity within the training processes. This article examines how acquiring and developing complex thinking are configured in a group of Mexican university students. Employing a multivariate descriptive statistical analysis, we intended our study to identify a possible gender gap and particular characteristics in the sample of female students to understand the formation of complex thinking considering the gender variable. Our conclusion found that, although the data suggests no statistically significant gap between the genders, it is still present in the unequal development of procedural knowledge in women, affecting their perception of their ability to implement what they know when solving problems. Practically, this text shows an area of opportunity for institutions that train complex thinking and establish educational policies to promote women’s leadership.
- Competency-based learning: an approach integrating the domains of complex thinking competency in a group of mexican students(Cherkas Global University Press, 2023) Cruz Sandoval, Marco; Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Medina Vidal, Adriana; https://ror.org/03ayjn504; Molchanova, Violetta S.One characteristic of competency-based education is the integration of knowledge, attitudes, and skills that enable individuals to make better decisions and face the challenges of their professional demands. Given this, universities must develop training models that contribute to this integration; otherwise, they cannot ensure that their students are perceived as genuinely competent. Therefore, this article aims to report in depth how the acquisition and development of the competency of complex thinking were configured in a group of students at a Mexican university with a competency-based educational model to corroborate the integral development of necessary cognition, attitudes, and skills considering the gender variable. Based on a multivariate descriptive statistical analysis, this study sought to identify particular characteristics of the sample to understand the acquisition process and student perception of their competency and subcompetencies considering the development of their various components, knowledge, and domains. In conclusion, although the results show that a moderately balanced perception of development has been achieved, there are still areas of opportunity in some aspects, as in the case of the procedural component, especially among female students. In general, the population does not perceive that the knowledge and attitudes they have developed allow them to develop useful processes or skills in professional practice, which may affect their confidence to lead projects or even enter the labor market once they graduate.