Conferencia

Permanent URI for this collectionhttps://hdl.handle.net/11285/636053

Presentación o disertación realizada dentro de un congreso o evento similar, o como evento académico independiente, tales como: Conferencia inaugural, conferencia magistral, conferencia de clausura.

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Artificial intelligence and immersive technologies for entrepreneurial and complex thinking: addressing SDGs through education 4.0
(Springer Link, 2024-10-23) Leiva-Lugo, L., Ramírez-Montoya, M.S., Álvarez-Icaza, & Miranda, J.; https://ror.org/03ayjn504
Global society faces multifaceted challenges in various sectors, demanding innovative solutions that transcend traditional disciplinary boundaries. Addressing these complexities requires fostering interdisciplinary collaboration and holistic approaches. From a professional training perspective, it is crucial to equip future professionals with contemporary technical and technological competencies aligned with the demands of the 21st century and the competencies necessary to integrate high-performance interdisciplinary teams. This study investigates how entrepreneurial and complex thinking, Artificial Intelligence (AI), and immersive technologies can address the Sustainable Development Goals (SDGs) within the framework of Education 4.0. An integrative training model was designed and implemented in the "Techno-Entrepreneurship" workshop at the TecNM University, Zitácuaro Campus, with 20 students studying five different careers. The analysis included the evaluation of competencies through standardized templates and specific rubrics. The findings indicated a) significant improvement in critical thinking and problem-solving, b) increased interdisciplinary collaboration, c) more significant student commitment and motivation, and d) proposals for viable technological solutions aligned with the SDGs
Augmented reality as a driver to enhance engagement in high school students
(Springer Link, 2024-08-05) Velarde Camaqui, Davis; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504
Educational innovation supported by Information and Communication Technologies (ICT) is presented as a way to promote quality education and improve student competencies. The integration of ICTs in schools facilitates access to information and knowledge, eliminating barriers of time and space. To achieve effective integration, it is important to consider Technologies for Learning and Knowledge (TAC), which seek to understand the entire teaching-learning process. Technologies such as augmented reality (AR) have proven to provide immersive experiences and enriching education, by offering significant opportunities to interact with different scenarios and facilitate the understanding of complex concepts. However, studies on the implementation of AR in education have mainly focused on the university level, but research has also been conducted at secondary and elementary school levels, showing positive effects on socio-emotional aspects, cognitive development and academic performance. Thus, the implementation of AR at the high school level is a niche to improve students’ academic engagement and motivation. To address this topic, a mixed study combining quantitative and qualitative approaches is proposed. This is achieved by implementing a Systematic Literature Review and proposing an AR initial incorporation model. The results show a lack of implementation of AR at the high school level. The implications of this study include to make a valuable contribution to the instructional design and technology field, specifically as a case study for high school education, which is an area that warrants additional investigation, particularly in Latin American contexts.
Challenge based learning in entrepreneurship education: empowering competencies towards the sustainable development goals
(Springer Link, 2024-08-05) Portuguez Castro, May Iliana; https://ror.org/03ayjn504
This article analyzes how Challenge Based Learning (CBL) methodology can be used in higher education to promote the Sustainable Development Goals (SDGs) through entrepreneurship proposals for future professionals. The results of an educational intervention in an online entrepreneurship course involving 60 undergraduate students in three cities in Mexico are presented. The methodology is a single case study that examines: 1) the students’ interests and achievement of entrepreneurship skills through the application of CBL, and 2) the final outcomes of the products presented, associated with the development of solution proposals linked to the SDGs. The results demonstrate that students improved their entrepreneurial skills and developed a greater awareness of social issues. This proposal contributes to showcasing educational experiences that incorporate the SDGs into educational practices. The findings from this research can be valuable for universities, professors, instructional designers, and individuals involved in designing courses that encompass sustainability.
Competencies for sustainable development and open education: research in higher education
(Springer Link, 2024-10-23) Montes Martínez, Ruth; Portugal Toro, Arlene; Tworek, Michael; Antón Ares, Paloma; Ramirez Montoya, María Soledad; https://ror.org/03ayjn504
Transforming society to create a sustainable world requires structural changes in each person’s perceptions and actions. This research aimed to identify the sustainable development competencies possessed or evidenced by future primary education teachers, and the skills they must use and reuse to design resources and open educational practices for learning or educating about sustainable development. The study employed a mixed research method with a sample of 28 students with bachelor’s degree in Primary Education who participated in a learning experience focused on developing educational and social entrepreneurship projects with a vision of sustainable development. The students responded to a Likert scale questionnaire to self-evaluate their knowledge, skills, and attitudes regarding sustainable development and open education. The projects developed by the students were analyzed, and a focus group was held to learn their opinions regarding the experience and learning. The results show a significant change in the students regarding a) knowledge about sustainable development, b) skills and actions for open education, c) awareness about sustainable development, and d) values and actions focused on sustainable development.
Declaración Dubái en Promoción y facilitación de la cooperación internacional
(2025-01) Chiappe, Andrés; Patiño Zúñiga, Irma Azeneth; Tecnológico de Monterrey
Taller 11: Declaración Dubai en Promoción y facilitación de la cooperación internacional - Estancia UNESCO 2025.
Decoding the enigma of a digital platform transfer: research-based design and complex thinking
(Springer Link, 2024-10-23) Ramirez-Montoya, M.S., Aguaded, I., Tariq, R., Wilberforce, T., Martínez-Reyes, M. & Farias-Gaytan, S.; https://ror.org/03ayjn504
Cracking the code of digital learning-environment transfer means unraveling the complexities of migrating educational content and practices across diverse digital ecosystems to achieve a future where learning is seamless, adaptive, and universally accessible. What are the primary enigmatic pieces to consider when transferring digital platforms? This work applied a research-based design method to the transfer of a digital platform developed in a research project in Mexico to a platform for a research project in England. It used didactic components of a complex thinking and computational thinking model, a digital transformation model for higher education institutions, and technological components with open resources. The data identified the critical pieces of (a) educational internationalization, (b) cultural localization, (c) technological interoperability, (d) learning analytics, (e) pedagogical innovation, and (f) financial and operational sustainability. This study enriches the decision-making process by fostering the exchange and transfer of knowledge between institutions. This study is of value to academic and research communities and developers interested in educational innovation processes.
Design and challenges of open large language model frameworks (Open LLM): a systematic literature mapping
(IATED Digital Library, 2024-11-11) García López, Iván Miguel; Ramírez Montoya, María Soledad; Molina Espinosa, José Martín; https://ror.org/03ayjn504
Analyzing the frameworks of open large language models (OLLM) is essential to understanding how the management of these artificial intelligence (AI) models can be regulated. This study aims to analyze the evidence published from 2019 to 2024 regarding OLLM frameworks that integrate AI. Systematic mapping was the method for reviewing 227 articles published in the Scopus and Web of Science (WoS) databases. Inclusion, exclusion, and quality criteria filtered the papers to obtain the maximum relevant information. The analysis and classification of articles related to open LLM frameworks and models yielded significant findings per our research questions. The challenges identified were a) improving customization and accuracy through open LLMs, b) latency and efficiency challenges, c) the importance of reliability and security, and d) complex operational management (LLMOps). This review provides a framework for identifying the topic's state of the art and current and emerging research trends.
DIG-HE digital transformation model in higher education: an implementation model
(Springer Link, 2024-10-23) Farías-Gaytán, S., Aguaded, I., Wilberforce, T., & Ramírez-Montoya, M.S.,; https://ror.org/03ayjn504
Digital transformation has become a constant state for organisations, including higher education institutions. This research aimed to answer the following question: What digital transformation model components guide higher education decision-makers to the most relevant path to meet societal needs? The model's research-based design method had three phases: 1) context analysis (SLR and mapping), 2) analysis of higher education digital transformation experiences, and 3) a proposal for a higher education digital transformation model. The findings were: (a) a philosophical component comprising quality, equity, solidaritybased education, inclusive digital worldview, a culture of innovation and continuous improvement, and collective construction of digital knowledge; (b) a theoretical component supported by the theories of complexity and sustainability, management of educational change, educational innovation, and experiential learning; ( c) a policy component referring to digital participatory governance, digital ethics and privacy, open access and equity policies (Sustainable Development Goal 4 Quality education), cooperation, and strategic alliances to guide educational processes, and (d) an operational component integrating strategy, process, technology, people, implementation, and evaluation with inputs and outputs. The DIG-HE model is intended to be of value to academic communities and management interested in digital transformation initiatives.
Digital educational ecosystem with artificial intelligence: evaluation of complex and computational thinking
(Springer Link, 2024-10-23) Valenzuela-Arvizu, S. Y., Ramírez-Montoya, M. S., & García-Peñalvo, F.J.; https://ror.org/03ayjn504
Due to the social, work, and technological demands characterizing 21st-century society, developing complex and computational thinking skills in the university environment is essential. This document aims to present the current status of a research plan for a doctoral thesis that analyses how university students’ development of computational and complex thinking skills are correlated using training experiences in an AI driven digital ecosystem. This research utilizes a mixed method concurrent design with a triangulation strategy, that is, the collection of quantitative and qualitative data carried out simultaneously (QUAN-Qual). The expected results will enable the development of an evaluation prototype for educational ecosystems with integration of AI. The document is organized into six sections: a) introduction: context and motivation underlying this research project, b) the state of the art of the primary theoretical constructs, c) the hypothesis and research objectives, d) the methodology followed, e) the status of the thesis and f) expected contributions. The research project will contribute to educational innovation, generating valuable knowledge by designing an evaluation prototype for digital ecosystems integrated with AI focused on developing complex and computational thinking skills in university students.
Digital gender gap at the high school level: the case of computer technicians in Mexico
(2023-07-15) Peláez Sánchez, Iris Cristina; George Reyes, Carlos Enrique; Glasserman Morales, Leonardo David; Tecnológico de Monterrey; https://ror.org/03ayjn504
The gender gap has generated inequalities in women due to barriers that limit their progress and participation in various areas of their lives. Barriers and inequalities that bound women within the digital world have been identified, generating a fracture called the digital gender gap or gender digital divide. This phenomenon can be maximized or decreased depending on diverse factors such as access to education or development of digital skills. In this regard, a lack of aspirations to select scientific and technical paths among young people has been observed due to this digital fracture. The complexity has been evidenced in young women underestimating their digital abilities and having a technophobia that directly limits their interaction within the digital world. This study presents the results of the digital media literacy level of 124 participants (men=73, women=44, and non-binary students=7) in a technical high school in Mexico related to their educational experience and their perception of activities and school spaces. Men with a positive perception exhibit a higher level of media literacy (M=75.26, SD=11.675) compared to those with a negative perception (M=67.05, SD=15.309). On the other hand, women with a positive perception have a higher level of media literacy (M=77.78, SD=10.744) than women with a negative perception (M=64.25, SD=13.134). These results highlight the importance of promoting activities and school spaces that foster communicative and media skills, especially among women, with the aim of closing the gender gap in the digital realm.
Elaboración de políticas de apoyo de educación y ciencia y abierta
(2025-01-16) Garcia Peñalvo, José Francisco
En esta presentación se aborda todo lo relacionado con la elaboración de políticas de apoyo de educación y ciencia y abierta.
Equity in hyperconnectivity: are there gender differences in the metaverses?
(Springer Link, 2024-08-05) Peláez Sánchez, Iris Cristina; Velarde Camaqui, Davis; https://ror.org/03ayjn504
Digital natives have the opportunity to live in a hyperconnected world; however, differences still exist in society, such as the gender digital divide. Thus, the metaverse represents an option for hyperconnected interaction, although there is still a knowledge gap regarding the differences in interaction among young people in this digital environment. The study’s main objective was to compare the interaction of digital natives in the metaverse. The study population (n = 88) was established based on the age of adolescents between 15 and 29 years old identified as digital natives with constant digital interaction. The study results demonstrate that metaverses are virtual environments where young people can interact similarly, as evidenced by the Mann-Whitney U test (p = .769 > .05). However, each dimension showed notable results. For instance, regarding behavior, women (n = 19, 47.5%) exhibited positive behavior, while men considered their behavior hostile within the metaverse (n = 18, 37.5%).
Estancia UNESCO Presentación del libro "Horizontes en el aprendizaje vinculado con el desarrollo sostenible. Nuevas vías en la era digital"
(2025-01-20) Pacheco Velázquez, Ernesto Armando; Ramírez Montoya, María Soledad; Zavala Enríquez, Genaro; Martínez Arboleda, Antonio; Montoya Bayardo, Miguel Ángel; Tecnológico de Monterrey; IFE Tecnológico de Monterrey
Presentación del libro "Nuevos horizontes en el aprendizaje vinculado con el desarrollo sostenible. Nuevas vías en la era digital" en la Estancia UNESCO 2025.
Flowchart for choosing inferential statistical test
(IATED DIGITAL LIBRARY, 2023-11-15) Velarde Camaqui, Davis; Díaz Méndez, Rosa Elvia; https://ror.org/03ayjn504
It has been reported in the academic literature that higher education students, particularly from disciplines that do not focus on mathematics, deal with adverse emotions when faced with problems related to statistics (Feinberg & Halperin, 1978). This phenomenon can impair the learning process and has been linked to negative academic outcomes (Onwuegbuzie & Daley, 1999). It has been suggested that providing students with additional support material may be a valuable alternative in this context (Martyn Chamberlain et al., 2014). Flowcharts are a type of graphic organizers that seek to show the sequence of steps to be followed within a process (Grosskinsky et al., 2019), basically, they help to represent algorithms in a graphical way. The present work proposes a flowchart based on scientific evidence that serves as a guide for the student, in order to allow him to make better decisions when choosing the appropriate statistical test according to his research objectives. Particularly, it focuses on tests of inferential statistics, such as those that fall into the categories of normality, associations, correlations, differences and experimental. As in other studies focused on the realization of a flow diagram (Edward & Rosli, 2021; Toledo-Chávarri et al., 2020; Yanco et al., 2019), the methodology of this paper was the summarized realization of different theoretical proposals where the recommended proposals to recognize the proposed research hypotheses are made known. In conclusion, this paper presents a summary of scientific evidence where researchers, new or not, can make decisions when choosing inferential tests, especially in the social sciences.
Formative assessment in DGBL: a qualitative analysis of players perceptions of game-based feedback in complex scenario
(Springer Link, 2024-10-23) Ramirez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Hernandez, L. E.; https://ror.org/03ayjn504
Formative assessment in Digital Game-Based Learning (DGBL) involves evaluating students' learning progress through interactions within a game environment. This study aimed to analyze players’ perceptions of game-based feedback during a DGBL intervention among university students. Utilizing a qualitative approach, data were gathered through learning analytics embedded in the game, an online survey and video recordings of the game sessions. The study engaged 11 university students enrolled in a private higher education institution in Mexico, analyzing the data through content analysis and descriptive statistics. The study identified several key findings: (a) the game provided four types of feedback: guided, diegetic, outcome, and static; (b) these feedback types are integrated with game mechanics, quizzes, minigames, and NPCs; (c) perceptions of content-related feedback efficacy varied, with 27.3% average, 54.5% good, and 18.2% excellent, while game-related feedback was rated 9.1% poor, 36.4%average, 45.5% good, and 9.1% excellent; (d) specific feedback types influenced players’ financial behaviors, such as investing and saving strategies. These findings have significant implications for educational communities and decisionmakers, highlighting the importance of effectively integrating feedback mechanisms in educational games to enhance learning outcomes and behavior modification.
Generative artificial intelligence in higher education: a literature mapping perspective
(IATED Digital Library, 2024-11-11) García López, Iván Miguel; Ramírez Montoya, María Soledad; Molina Espinosa, José Martín; https://ror.org/03ayjn504
Generative Artificial Intelligence (GAI) opens intriguing possibilities for creating unique and innovative content. This systematic literature review (SLR) analysed the published evidence on GAI in higher education institutions from January 2018 to October 2023. Fourteen articles on the topic were identified in the Web of Science (WOS) and Scopus databases. We screened to obtain the most relevant data by applying inclusion, exclusion, and quality criteria. The results identified (1) the characteristics of the publications, (2) methodological trends, and (3) the approaches implemented. The study aims to be of value to the academic community and developers of GAI initiatives
Harnessing open language models: a systematic literature review unleashing AI's potential for a smarter future
(IEEE Xplore, 2025-01-01) García-López I.M., Ramirez-Montoya M.S., Molina-Espinosa J.M.; https://ror.org/03ayjn504
This study provides a systematic literature review (SLR) on Open Large Language Models (OLLM), which are large-scale natural language processing (NLP) models with accessible source code, configuration, and training data for the community. Recent advances in supervised and unsupervised learning techniques have improved the accuracy and contextual capabilities of OLLMs, enabling advanced applications in conversational interaction and long-text analysis. This research explored the applications and socioeconomic impacts of OLLMs in various industries, such as healthcare, education, and business management, demonstrating how these models optimize the efficiency and personalization of different processes. The study also addresses the ethical and operational challenges associated with OLLMs, such as bias management, data privacy and security, decision-making transparency, and technological dependency. Strategies are proposed to mitigate these issues, including regular ethics audits and the adoption of explainable AI frameworks. Finally, the study emphasizes the importance of maintaining a balance between OLLMs and human skills, the need for robust governance frameworks to ensure the ethical and legal operation of these models, and the promotion of continuous innovation to expand their capabilities for a positive and lasting impact on society.
Horizons of education 5.0 with AI through strategic leadership in the global context: case study research
(IEEE Xplore, 2025-01-01) Ramirez Montoya, María Soledad; Maraboto Quepons, José Manuel; Enciso González, Juan Antonio; Miranda Mendoza, Jhonattan; https://ror.org/03ayjn504
In the rapidly evolving landscape of education, the concept of Education 5.0 emerges as a transformative paradigm that integrates personalized learning, sustainable development, Artificial Intelligence (AI), and advanced technologies. How can educational institutions integrate AI and advanced technologies in the framework of Education 5.0 and Global Strategic Leadership to enhance personalized learning, promote sustainable development goals (SDGs), and facilitate innovative solutions in dynamic educational environments? This study investigates the case of the postgraduate course “Strategic Leadership in the Global Context,” where the Horizons Architecture method was applied with AI and advanced technologies to identify Education 5.0 components that foster innovative learning environments. The research employed the case study method, with the key components of Education 5.0: competencies, method, technology, infrastructure, stakeholders, and sustainability. The study population included managers, directors, and business leaders. The results indicated that (a) personalized learning links to shared goals for sustainable development; (b) Horizon scanning facilitates the search for solutions for all stakeholders; (c) the strategic integration of AI and advanced technologies enhances personalized learning experiences; (d) strategic leadership fosters agility and open innovation; and (e) collaborative partnerships drive sustainable educational transformations. This research provides a differentiated perspective for educational communities, society at large, and policymakers by illuminating pathways to navigate the complexities of Education 5.0. It underscores the imperative of proactive leadership and strategic foresight to shape future-ready educational ecosystems.
How Covid-19 has an impact on formal education: A collective international evaluation of open education in distance learning
(14th annual International Conference of Education, Research and Innovation (ICERI2021), 2021-11-09) Stracke, Christian M.; Sharma, R.C.; Swiatek Cassafieres,Cecile; Burgos, Daniel; Bozkurt,Aras; Karakaya, Ozlem; Inamorato dos Santos, Andreia; Mason,Jonathan Charles; Nerantzi, Chrissi; Agbu, Jane-Frances Obiageli; Ossiannilsson, Ebba; Ramírez Montoya, María Soledad; Santos Hermosa, Gema; Shon, Jin Gon; Wan, Marian; Conole, Grainne; Farrow, Robert; https://ror.org/03ayjn504
While causing unprecedented disruption worldwide, COVID-19 has also stimulated the mainstreaming of digital technologies in the delivery of formal education. For most key stakeholders – organisations, educators, and students – this has been a new and challenging experience and has been described in policy terms as ‘emergency remote education’. For many students, however, it has either exacerbated or marginalised their opportunity to access formal education. In probing this impact at a deeper level, an international collaboration involving the authors during 2020-2021 focused on reviewing contemporary practices and potentials of open education as a strategic and sustainable response. This paper highlights practices, case studies, and emerging issues from 13 diverse countries, to be globally representative, which include: Australia, Brazil, France, India, Mexico, the Netherlands, Nigeria, Spain, Sweden, South Korea, Taiwan, Turkey, and the United Kingdom. This collection of countries was selected based on researcher contexts and contributions. To date, findings indicate open education has demonstrable benefits for distance learning. More broadly, open educational practices are positioned to shape a ‘new normal’ that embraces ‘global citizenship’ while also being equitable and inclusive. Our aspirations are that such practices will lead to better formal education promoting and ensuring human rights, democracy, lifelong learning, safety, social justice, diversity, cultural sensitivity and inclusivity through strategic and long-term support by all stakeholders in both modes of educational delivery and access: face-to-face and distance learning.
Lifelong learning and education 4.0 to strengthen the attraction of extramural research funding
(Springer Link, 2024-08-05) Miranda Mendoza, Jhonattan; Kreiner Baumgartner, Isabel; Alvarez-Icaza Longoria, Inés; https://ror.org/03ayjn504
This work presents the role of Education 4.0 in lifelong learning to strengthen the attraction of extramural research funding. This approach recognizes the need for continuous learning in academia and advocates for the lifelong learning of researchers during their mature careers. This work also addresses the challenges identified around lifelong learning for researchers and the existing challenges in training to attract extramural research funding to researchers. Also, it is shown how, by applying the enablers of Education 4.0, it is possible to enable smart learning environments (SLE), including products, processes, and infrastructure, to support the attraction of extramural research funding. Finally, the case study “Writing Successful Grant Proposal Lifelong Learning Program for Researchers” illustrates how new lifelong learning and tools strengthen the attraction of extramural research funding are emerging to strengthen the attraction of extramural research funding.