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.
Browse
Search Results
- Identification of complex thinking related competencies: The building blocks of reasoning for complexity(SOLAR Society for Learning Analytics Research, 2024-03-06) Talamás Carvajal, Juan Andrés; Ceballos Cancino, Héctor Gibrán; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504Complex thinking competency enhances the high cognitive capacities necessary for the future of education. This study aimed to analyze these capacities through its sub-competencies (critical, systemic, and scientific thinking). We worked with the Cross Industry Standard Process for Data Mining methodology, with an original database of class data of 33,319 unique students, 46 different variables, and a random identification number. The variables were sociodemographic information, academic information, subject admission, competencies, and activities. Statistical analyses identified correlations between competency and sub-competencies. The findings show that 1) critical thinking is strategic in the development of complex thinking and its sub-competencies; 2) Development of Critical Thinking skills early in the curriculum can lead to a cascade effect, enhancing competence and sub-competence development; and 3) an overall performance encompasses the semester results. The study is of value to the academic, technological, and social communities to provide opportunities for the design and implementation of challenging scenarios for the future of education
- Framework of virtual platforms for learning and developing competencies(Taylor @ Francis Online, 2023-10-09) Guillén Yparrea, Nicia; Hernández Rodríguez, Felipe; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504This work seeks to analyze the scientific evidence of the last five years and investigate the behavioral trends of virtual platforms and simulations for learning and skills development. By conducting a systematic literature review, utilizing the SciVal tool, and assessing statistical findings, we aim to establish a framework for the current status of the subject and identify the primary trends and applications of the strategies employed. Among the most relevant findings were the increase in registered users worldwide in 2021 due to the pandemic and the growth of courses available on virtual platforms such as Coursera and edEx. The most significant themes, both in indexed scholarly publications and in recent citations, were in computer science and education, showing how applications of educational technology have broken the paradigm of traditional education. Statistical studies also provide information regarding projections for new users in the next five years, owing to the popularity and effectiveness of these tools. This article summarizes the most significant information from sources such as Scopus, Web of Science, SciVal, and Statistical Sources. It presents a clear overview of the experimentation and use of virtual platforms and simulations for learning and competency development in higher education, highlighting key concepts and providing guidelines for future applications
- eComplex: validity and reliability of rubric for assessing reasoning for complexity competency(Springer, 2023-06-29) Castillo Martínez, Isolda Margarita; Ramírez Montoya, María Soledad; Glasserman Morales, Leonardo David; Millán Arellano, Jorge Antonio; https://ror.org/03ayjn504In the absence of available instruments that measure reasoning-for-complexity competency in higher education, we designed a rubric to measure university students' levels of mastery of that competency. This article presents the process to estimate the validity and reliability that led to the final version of the "eComplex" rubric, which consists of 27 items. This validation process considered experts' consultation, the internal consistency estimation using Cronbach's alpha coefficient, and correlation matrix analysis, there was also qualitative analysis by reviewing the experts' comments in detail and making the appropriate adjustments. The results were: (a) a high concordance index of the judges for the evaluated criteria of the items, (b) an instrument with high internal consistency and reliability, and (c) improvement in the wording of the items thanks to the observations and contributions of the experts, this was reinforced by conducting a second phase of expert validation using the Delphi Method to provide further support for the Clarity criterion. The instrument is expected to validate measuring the development and appropriation of reasoning-for-complexity competency in university students.
- Digital competency as a key to the financial inclusion of young people in complex scenarios: A focus groups study(Sage, 2023-04-19) Buenestado Fernández, Mariana; Ramírez Montoya, María Soledad; Ibarra Vázquez, Gerardo; Patiño Zúñiga, Irma Azeneth; Instituto Tecnológico y de Estudios Superiores de MonterreyYoung people’s financial and digital literacy have been studied independently and in-depth during the last decades. However, digital financial literacy as a compound concept is novel and still needs to be explored in the scientific literature. This work investigated young people’s perception of their digital financial culture, identified factors that hinder or facilitate it, and explored their preferences in the training modalities for improvement. Twenty-two focus groups were carried out in different Mexican educational institutions based on diversity criteria. The evidence shows that: (1) young people perceive the need for digital financial education linked mainly to the understanding of critical concepts, the use of mobile applications, online financial operations, and digital financial security; (2) some voluntarily exclude themselves from online finance, this being one of the main obstacles in the development of digital financial culture; (3) the digital financial culture gap is accentuated more among young people in public educational institutions and upper secondary education; (4) they have a preference for emerging technological and digital resources for their training in digital finance. These findings make it possible to contextualize training proposals that favor the financial inclusion of young people in complex scenarios brought about by the digital transformation of the economy and society.
- Components of computational thinking in citizen science games and its contribution to reasoning for complexity through digital game-based learning: A framework proposal(Taylor and Francis, 2023-03-21) Alfaro Ponce, Berenice; Patiño Zúñiga, Irma Azeneth; Sanabria Zepeda, Jorge Carlos; Tecnológico de Monterrey; https://ror.org/03ayjn504Education has undergone many changes in teaching and learning, intensified by the significant technological developments that have responded to the fourth industrial revolution and other emergent situations. In this context, developing information and communication technologies has become vital in supporting new ways and learning models in the various educational levels to address a complicated environment where individuals must have complex and computational skills to respond to challenges. This study proposes a complex thinking framework that links citizen science and digital game-based learning to develop university students’ computational thinking skills. The results indicate that (a) it is possible to consider the sub-competencies of complex thinking in the design of a digital citizenscience game to develop computational thinking, and (b) the digital game-based learning framework for citizen science topics can potentially increase students’ engagement and teamwork in data collection and analysis while building their knowledge and computational thinking skills, and their complex thinking competency and sub-competencies.
- Intercultural Competencies in Higher Education: a systematic review from 2016 to 2021(2023-02-01) Guillén Yparrea, Nicia; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyIn the present digital age, students and professionals can interact and collaborate anywhere in the world through multiple means of communication. This article analyzes the scientific evidence of intercultural competencies in higher education from January 2016 to August 2021 out of the publications available in the Web of Science and Scopus databases. Inclusion and exclusion criteria resulted in 325 articles being selected for review. The findings denote the relevance of this thematic area in teaching language, international experiences, virtuality, and collaborative learning. The approach with the highest incidence was qualitative research for case study designs, and the research trends proposed by the authors highlight intercultural education and virtual interaction to support global collaboration. The present work describes the studies carried out in this field in the last six years and aims to be valuable for future research related to educational innovation, the development of intercultural competencies, and international cooperation.
- Academic literacy as a component of complex thinking in higher education: A scoping review(2022-09-26) Suárez Brito, Paloma; Baena Rojas, José Jaime; López Caudana, Edgar Omar; Glasserman Morales, Leonardo David; Institute for the Future of Education, Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de MonterreyThe profound transformation within higher education institutions is increasingly evident. Then, it is considered that education must adapt to meet the needs of qualification and skills development in a 21st century with diverse challenges in problem solving. This is reflected in the role that academic literacy is increasingly taking as a strategy to innovate teaching among university students. The objective of this scoping review is to complete a characterization of complex thinking in both academic literacy and higher education. All this, providing an overview on the central theme and its incidence in the production of relevant literature published in the Scopus database. About 139 research works were considered in the article, which become thematic references for the exercise proposed here. Then, a description of all the works consulted was completed, recognizing mainly their origin, citations, publication, and other aspects that will ultimately be essential to differentiate the term academic literacy from the processes of reading and writing as educational competencies. Therefore, in general, the conclusions indicate that complex thinking has indeed a relationship with academic literacy not only because of the works traced but also because complex reasoning brings together within people a series of skills that facilitate the execution of advanced actions and the solution of problems.
- Components of Education 4.0 in 21st century skills frameworks: systematic review(MDPI, 2022-01-27) González Pérez, Laura Icela; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyResponsive educational proposals to develop skills to meet the demands of Industry 4.0 have become imperative to guarantee inclusive, equitable, and quality education and promote lifelong learning opportunities for all, also reducing the negative impact of COVID-19 and the major post-pandemic social issues. This article analyzes which components of Education 4.0 have been considered in 21st century skills frameworks and identifies the teaching and learning methods and key stakeholders impacted. We conducted a systematic literature review (SLR) with research questions to highlight studies that address 21st century frameworks worldwide, identifying which teaching—earning strategies contain 4.0 components, their learning dimensions, and the targeted takeholders. The findings allowed us to identify opportunities to create or improve 21st century skills frameworks with the required Education 4.0 components to develop future skills. Our study revealed the absence of these frameworks for teachers and schools. Most are oriented toward students, developing competencies through the dimensions of character, meta-learning, and linking active learning teaching strategies. This work presents studies incorporating innovative educational practices and the core Education 4.0 components. It concludes with a reflection on creating educational models to develop complex-reasoning competencies and auto-systemic thinking to support problemsolving and address social needs.
- Complex thinking in the framework of Education 4.0 and Open Innovation—A systematic literature review(MDPI, 2021-01-04) Ramírez Montoya, María Soledad; Sanabria Zepeda, Jorge Carlos; Castillo Martínez, Isolda Margarita; Miranda Mendoza, Jhonattan; Instituto Tecnológico y de Estudios Superiores de MonterreyToday’s complex, dynamic, interconnected world presents the field of education (“Education 4.0”) with significant challenges in developing competencies for reasoning for complexity. This article analyzes complex thinking as a macro-competency with sub-competencies of critical, systemic, scientific, and innovative thinking in educational environments. We worked with the systematic literature review method, selecting 35 articles in the Scopus and Web of Science databases using keywords words of interest and applying inclusion and exclusion criteria. Seven research questions guided the data analysis. The results highlighted that: (a) there are common characteristics of studies linking complex thinking, critical thinking, and creative thinking; (b) there is predominance of the qualitative method in the studies; (c) the critical thinking competency has been the most addressed in the research; (d) the predominant components of Education 4.0 are teaching methods and techniques; and (e) the three challenges that stand out for educational research are project feasibility, research opportunities, and required skills. This article is intended to be of value to academic and social communities and decision-makers interested in developing reasoning for complexity within the framework of Education 4.0.