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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- Social entrepreneurship and complex thinking competencies with an open technology platform: a gender approach(2024-11-01) Ramírez Montoya, María Soledad; Vázquez Parra, José Carlos; Echaniz Barrondo, Arantza; https://ror.org/03ayjn504; https://ror.org/00ne6sr39In addition to specialized disciplinary training, cross-disciplinary skills are relevant to lifelong learning. One such skill is complex thinking, which involves integrating different reasoning to solve problems. To ensure that all students can achieve the same professional learning goals, in this paper, we present the results of an analysis of students’ perceived achievement of complex thinking competency through self-managed activities on an open education technology platform that diagnoses, develops, and evaluates social entrepreneurship competency. The research objective was to identify statistically significant gender differences in the two competencies (complex thinking and social entrepreneurship) in a group of students attending a technological university in Mexico. Methodologically, a multivariate descriptive analysis calculated arithmetic means and standard deviations, supplemented by boxplot and violin plot analyses and a scatter plot with lines of central tendency. In addition, a t-test analysis with a p-value of 90% was performed to identify the statistical significance of differences in the mean values by gender. The findings confirmed a statistically significant gender gap in the development and level attained in the students’ perceived achievement of both competencies (social entrepreneurship = 0.007 p-value; complex thinking = 0.068 p-value). Women showed the best results after using this technological platform. This study highlights the need to design technological tools for developing disciplinary and cross-disciplinary competencies from a gender perspective, to promote educational innovations that equitably ensure lifelong learning.
- Transforming logistics education by a virtual logistics simulation generator: UX pilot study(2024-06) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Pacheco Velázquez, Ernesto Armando; Ramírez Echeverri, Sergio Augusto; https://ror.org/03ayjn504; https://ror.org/03y3y9v44; IEEEIn the era of Industry 5.0 and the impact of the changes in the supply chain, educational institutions, SMEs, and the labor market are challenged by technological advancements. The "Simulations for Learning" (S4L) project responds to this challenge by introducing the Virtual Logistics, asimulation generator platform designed to transform logistics education through enhanced decision-making skills and customizable simulations. This tool allows students to design and adapt logistics networks, tailoring their educational experience to real-world logistics scenarios, and by doing so, creating simulation-based serious games. A pilot study was conducted with 249 students from eight universities across five Latin American countries to assess the usability of this simulation generator on logistics education. The study revealed significant findings: (a) the simulation generator provides learners with flexible and tailored educational experiences. (b) the Interface and Performance and Effectiveness aspects of the Virtual Logistics were highly rated, achieving an "Excellent" usability level; (c) however, Content Organization and Navigation were perceived as slightly less effective, receiving a "Good" usability rating and highlighting areas in need of improvement. These results demonstrate student’s satisfaction, and therefore, the transformative potential of simulation-based learning tools in logistics education. Virtual Logistics offers valuable guidance for educators, policymakers, and industry leaders, aligning educational tools with dynamic requirements, ensuring that future professionals are well-equipped to face the complexities of the modern logistics landscape.
- Clinical competencies and complexity in students: systematic literature review(2024) Jimenez Botello, Luis Clemente; Rozo Garcia, Hugo Alexander; Garcia Peñalvo, Francisco José; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of AlicanteThe achievement of clinical competencies by health students contributes to better patient care. The objective of this study was to know how clinical competencies are related to complex thinking in students. To achieve the objective, a systematic literature review was carried out, using the SCOPUS and WoS databases; with keywords from “clinical competencies” AND “complexity” AND “students” between the years of 2015 to 2024, the search results were narrowed using PRISMA, with quality criteria. The results show: a) The keywords related clinical competencies with educational aspects and different health careers; b) The journals related to education and health at level Q1 and Q2 are what had the most publications; c) The level of training was mainly undergraduate and nursing was the profession with the most publications; d) The types of complex thinking were: scientific thinking and critical thinking. The relationship between clinical competencies and complexity is through complex thinking, in particular scientific thinking and critical thinking. This study is intended to be of value to better understand how complex thinking processes contribute to improving the achievement of clinical competencies in health students.
- Technological and social entrepreneurship in higher education: a non-supervised algorithm for complex thinking profiling(2024) Ramírez Montoya, María Soledad; Álvarez Icaza Longoria, Inés; Escutia Gutiérrez, Raymundo; Tariq, Rasikh; Chaabi, Hasnaa; Casillas Muñoz, Fidel Antonio Guadalupe; https://ror.org/03ayjn504; University of AlicanteUnderstanding the impact of technological and social entrepreneurship education on students' critical thinking and innovation skills is crucial in adapting higher education to contemporary challenges. This study aimed to evaluate the effectiveness of a non-supervised algorithm for complex thinking profiling in strengthening these skills among university students. Using the eComplexity instrument, the study collected data from 1,071 participants in various disciplines, with pre-test and post-test evaluations. Clustering analysis was performed to identify response patterns, and the results were visualized using Principal Component Analysis (PCA). The key findings include: (a) Cluster 0 showed a significant decline in scientific and critical thinking skills, (b) Cluster 1 exhibited substantial improvement in critical and innovative thinking, (c) Cluster 2 demonstrated a decrease in scores despite initial high performance, and (d) differentiated instructional approaches are needed to address varied responses. The distinguishing value of this study lies in its implications for educational communities, societal development, and decision-makers, highlighting the need for tailored entrepreneurship education to promote sustainable innovation and societal progress.
- Complex thinking for understanding reality: qualitative analysis with intercultural expert dialogues(2024) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Wilberforce, Awotwe Tabbi; https://ror.org/03ayjn504; https://ror.org/0220mzb33; University of AlicanteThe prism of the complex thinking perspective highlights an approach that transforms a particular view into a holistic vision that contemplates the various realities comprising the phenomenon of study. Complex thinking integrates cognitive, contextual, and social elements. This study aimed to analyze the potential and challenges of a complex thinking educational model through expert intercultural dialogues to improve the development of complex thinking in different contexts. The qualitative method utilized semi-structured group interviews with high-level experts in complex thinking and education (exploring philosophical, theoretical, educational, and political dimensions). Thematic, sentiment, and co-occurrence network analyses were conducted. The findings revealed: (a) complex thinking and social justice are critical themes in educational discourse, (b) there is a positive sentiment toward theoretical advances but a critical view of political influences, (c) educational themes interconnect through holistic approaches, and (d) frequent use of terms related to education, complexity, and social justice underscores their centrality. The study is of value to high-ability trainers in academic, social, or business settings.
- Empowering scientific entrepreneurship: impact of a self-managed educational platform 4.0 for the development of complex thinking(2024) López Caudana, Edgar Omar; Rodriguez Abitia, Guillermo; Martínez Pérez, Sandra; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of AlicanteThe advance of technology has transformed education, enabling the development of sophisticated educational platforms that integrate robotics and artificial intelligence. This study investigates the impact of a student selfmanaged educational platform 4.0 using robotics and artificial intelligence to promote scientific entrepreneurship. Although university students are familiar with science and entrepreneurship, they do not see themselves as entrepreneurs with technology and scientific knowledge to achieve personal and professional growth objectives. This study shows a technological platform that helps them achieve their goals. Over 400 participants responded to pre- and post-test perception surveys of scientific entrepreneurship subject to One-Way ANOVA. The results indicate that the platform promotes developing entrepreneurial skills in different areas of knowledge, highlighting its contextual effectiveness, including an academic setting for scientific entrepreneurship. The study shows that Education 4.0 technology oriented toward scientific entrepreneurship allows the participant to verify their competency mastery due to the training process before graduation. This educational platform is an appropriate and valuable tool for promoting entrepreneurship in academic settings.
- Iberoamerican perspectives on complex thinking: assessing higher education students' perceived maturity level(2024) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Pelerino Rodés, Sabina; Rabago Mayer, Lucia Margarita; https://ror.org/03ayjn504; University of AlicanteExploring the maturity of complex thinking among higher education students presents a critical insight into modern educational outcomes. This study aims to assess the perceived maturity levels of complex thinking in university students in Iberoamerica. Utilizing the eComplexity questionnaire, this research analyzes data from almost 3,000 cases through stages of pilot testing, validation, and implementation activities. The methodology involved a quantitative approach, incorporating statistical analysis of questionnaire responses. The population includes a diverse sample of students from various cultural and educational backgrounds. Key findings include: (a) no significant variations in complex thinking maturity levels based on gender, (b) the correlation between complex thinking maturity and academic disciplines, (d) significant different on complex thinking competence considering their components (knowledge, skills, and attitudes or values) by academic disciplines. This study provides valuable insights for educational communities, society at large, and policymakers, emphasizing the need for targeted strategies to foster complex thinking competence in higher education.
- Complex competency model for digital transformation in corporate universities integrating artificial intelligence(2024) García Blásquez, Alicia; Ramírez Montoya, María Soledad; Garcia Peñalvo, Francisco José; https://ror.org/02f40zc51; https://ror.org/03ayjn504; University of AlicanteClearly, we live in a hyper-connected world where rapid technological innovation has given rise to a trend called digital transformation and the need for new skills development models in companies. This research aims to assess the development of complex thinking competencies in employees within a corporate university, measuring their performance levels with daily-practice digital tools to propose a digital transformation model using artificial intelligence. The research approach will employ a mixed, sequential explanatory (QUAN -> QUAL) design. With the results of this research, it will be possible to develop a prototype digital transformation model using artificial intelligence. The paper contains 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) expected contributions and f) the conclusions. This research project will contribute to companies' significant digital transformations using artificial intelligence to improve their training and business processes.
- Teachers' perceived achievement on complex thinking competence: a multicultural study(2024) Ramírez Montoya, María Soledad; Alcántar Nieblas, Carolina; Saavedra López, Ana María; https://ror.org/03ayjn504; https://ror.org/01b4w2923; Instituto Politécnico de BraganzaTo achieve significant changes in education in the era of globalization, continuous teacher training is essential, supported by cultural and institutional policies and the commitment of the academic community. Incorporating complex thinking in higher education is crucial to developing teaching competencies that respond to the challenges of contemporary learning and the world’s changing dynamics. This study analyzed Latin American teachers’ perceived achievement of complex thinking subcompetencies (systemic, scientific, critical, and innovative thinking). It also explored the differences in these sub-competencies by teachers’ countries of origin and gender. Four-hundred fourteen upper secondary and higher education teachers from seven Latin American countries participated: Mexico, Guatemala, Peru, Ecuador, Colombia, Chile, and Brazil. Peru and Chile had the highest proportion of participants in the study. The findings show that the teachers positively perceived their ability to apply systems thinking; however, they considered themselves less competent in complex thinking. Teachers from Guatemala and Peru attained the highest scores in the four subcompetencies of complex thinking. Statistically significant differences between men and women existed in all the sub-competencies of complex thinking, with men attaining higher means than women. These findings have important implications for teacher training, curricular design, and educational policy. This study provides a comprehensive understanding of teachers’ complex thinking sub-competencies.
- Computational and complex thinking: exploratory descriptive study of microlearning for sustainability(2024) Tenorio Sepúlveda, Gloria Concepción; González González, Carina Soledad; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of AlicanteComputational and complex thinking are indispensable competencies for resolving complex problems; global challenges make it imperative to address them transdisciplinary. This research aimed to analyze the application of computational and complex thinking in higher education students through a microcourse oriented toward sustainable development goal seven (SDG 7) to identify disciplinary and gender differences. An exploratory, descriptive study was conducted with 322 higher education students in five different disciplines in 4 Latin American countries, implementing E4C&CT, a digital ecosystem with microcourses oriented to the SDG. The findings highlight that (a) students in the Engineering and Technology and Social Sciences areas who did not disclose their gender attained the highest mean scores when using computational and complex thinking to design a renewable energy system; second were men and women from the Humanities Sciences area, and (b) when using these competencies to design solar photovoltaic systems for a home, women from the Social Sciences area had lower results than the group average; this information can help develop personalized training paths. This study is useful for teachers who want to implement microlearning targeting global problems, society desiring to be educated in these topics, and decision-makers in Engineering and Technology, Humanities, Medical Sciences, and Natural and Social sciences.
