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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- Data analytics and artificial neural network framework to profile academic success: case study(Taylor & Francis, 2024-12-01) Quintero Gámez, Lorena; Tariq, Rasikh; Sánchez Escobedo, Pedro; Sanabria, JorgeAcademic success in higher education has attracted interest from the scientific community because of its implications for personal development and societal progress. Programmes such as Tecnologico de Monterrey’s Leaders of Tomorrow aim to nurture students’ potential and promote academic success. This study examines the attributes from participating students associated with academic success. The focus is on personality and socio-demographic factors that influence academic excellence. The research contribution of this work is data analysis supported by artificial neural networks to establish the relationship between personality tests and background information with academic performance. The findings were: (a) high school GPA predicts university success; (b) first-generation degree status is associated with higher GPA; (c) gender differences in academic performance vary by context; and (d) personality profiles are not associated with academic performance. The role of socio-demographic and personality factors in predicting the academic success of prospective students is discussed.
- 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 SoledadThe 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.
- Reading for all implementing public policies: Quantitative method and process evaluation in early literacy.(Elsevier, 2025-01-14) Honorato Errázuriz, Jesús; Bastidas Schade, Valentina; Ramirez Montoya, María Soledad; EGADE Business SchoolLearning to read in the first grade is essential for reducing educational inequalities, highlighting the need to evaluate and enhance reading programs. This study examines "Plan Leo Primero," an innovative national initiative to ensure that all first-grade students in Chile effectively learn to read and comprehend texts. A total of 715 educational stakeholders—including principals, technical leaders, teachers, and guardians—participated in the evaluation, which used validated questionnaires across two regions of the country. The study employed a quantitative and descriptive methodological approach to evaluate the implementation process of the program, fidelity, and impact on literacy outcomes. Despite challenges posed by the COVID-19 pandemic, such as reduced student attendance, shorter implementation periods, and limited resources, the findings indicated successful program implementation with significant improvements in first-grade literacy. Key results included high acceptance and frequent use of the program’s instructional guides and pedagogical tools by teachers, widespread adoption of structured methods aligned with cognitive theory, enhanced teachers’ digital competencies, and strong engagement from guardians in reading activities. Grounded in action theory, the study emphasizes the alignment between program strategies, stakeholder participation, and systemic actions, fostering sustainable literacy progress. The process evaluation identified areas for improving program fidelity, demonstrating that structured evaluation frameworks ensure robust implementation and open avenues for future research. Future projections include assessing the use of technology and communication tools and promoting the social appropriation of knowledge among all stakeholders to drive inclusive and impactful literacy reforms in Chile and the broader Spanish-speaking world.
- 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).
- Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines(2024) José Carlos Vázquez Parra; Rasikh, Tariq; Castillo Martínez, Isolda Margarita; Naseer, FawadThis article aims to evaluate university community members’ (faculty members and students, in this case) perceptions of their complex thinking competency and its sub-competencies – including systemic, scientific, critical, and innovative thinking – across various disciplines at eight universities in Pakistan (Objective). Using a validated eComplexity instrument, descriptive statistical analysis of means and standard deviations, a Kruskal–Wallis test, a correlation matrix, and a correlation coefficient heatmap of complex thinking were applied to uncover key patterns and disparities (Methodology). The novelty of this study lies in its focus on how participants perceive their achievement of complex thinking competencies, offering unique insights into the specific challenges faced by different academic disciplines (Novelty). Notably, Humanities and Education profiles reported considerably low levels of competency (mean of 2.39), with statistically significant differences regarding knowledge of research report structures (scientific thinking) and interdisciplinary problem-solving and contextual analysis (innovative thinking) (Results). However, the study’s geographic context and reliance on self-perceived competencies pose limitations, potentially introducing social desirability bias (Limitations). These findings emphasise the need to adapt teaching methods to bridge competency gaps and promote equitable skill development (Conclusions). Future research should extend the study to broader educational contexts to explore regional and international variations, and assess interventions to enhance competencies in underperforming areas – particularly Humanities and Education – improving discipline performance and confidence in complex thinking (Implications).
- 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 SchoolPurpose – 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.
- Mapping the intelligent classroom: examining the emergence of personalized learning solutions in the digital age(2025-01-10) Lagos Castillo, Alez; Chiappe, Andrés; Ramírez-Montoya, María Soledad; Becerra Rodríguez, Diego Fernando; EGADE Business School; Bacca Acosta, Jorge Luis; Soykan, Emrah; Rob Koper; Teo, TimothyIt may seem that learning platforms and systems are a tired topic for the academic community; however, with the recent advancements in artificial intelligence, they have become relevant to both current and future educational discourse. This systematic literature review explored platforms and software supporting personalized learning processes in the digital age. The review methodology followed PRISMA guidelines, searching Scopus and Web of Science databases. Results identified three main categories: artificial intelligence, platforms/software, and learning systems. Key findings indicate artificial intelligence plays a pivotal role in adaptive, personalized environments by offering individualized content, assessments, and recommendations. Online platforms integrate into blended environments to facilitate personalized learning, retention, and engagement. Learning systems promote student-centered models, highlight hybrid environments’ potential, and apply game elements for motivation. Practical implications include leveraging hybrid models, emphasizing human connections, analyzing student data, and teacher training. Future research directions involve comparative studies, motivational principles, predictive analytics, adaptive technologies, teacher professional development, cost-benefit analyses, ethical frameworks, and diverse learner impacts. Overall, the dynamic interplay between artificial intelligence, learning platforms, and learning systems offers a mosaic of opportunities for the evolution of personalized learning, emphasizing the importance of continuous exploration and refinement in this ever-evolving educational landscape.
- Complex thinking and adopting artificial intelligence tools: a study of university students(Frontiers, 2024) Vázquez Parra, José Carlos; Gonzalez Gonzalez, Carina Soledad; Amézquita Zamora, Juan Alberto; Cotino Arbelo, Andrea E.; Palomino Gámez, Sergio; Cruz Sandoval, Marco; Eileen ScanlonIn the next 5 years, artificial intelligence (AI) tools are expected to become commonplace in people’s lives, especially in their work processes. Therefore, educational institutions feel intrinsically responsible for ensuring that their students acquire and develop competences associated with the appropriate use of this technology in their educational programs. However, what are the perceptions of students regarding the inclusion of artificial intelligence tools in their educational process and future careers, and what competencies can influence a greater adoption of this technology in the classroom? The objective of this article presents the results of an exploratory study in a sample population of students from a technological university in Mexico, in which their perception and openness toward the training and use of artificial intelligence tools for their professions was examined. Their perception of the development of complex thinking and its sub-competencies was evaluated, recognizing that complex thinking is a valuable cognitive skill to face changes in uncertain environments. The methodology of the study consisted of a multivariate descriptive statistical analysis using R software. The results determined a positive correlation between students’ perceived improvement in the achievement of complex thinking competence and their perception of the use of AI tools. In conclusion, participants perceived the use of these tools as a feature of their profession, although they questioned whether this knowledge is included in their professional training. This article presents several findings that offer ample opportunities for future research.
- Perception of AI tool adoption and training: initial validation using GSEM method(Emerald Publishing, 2024) Vázquez Parra, José Carlos; Henao Rodríguez, Carolina; Lis Gutiérrez, Jenny Paola; Palomino Gámez, Sergio; Suárez Brito, PalomaPurpose This study develops and validates the “Perception of the Adoption and Training in the Use of Artificial Intelligence Tools in the Profession” instrument, designed to measure Latin American university students' attitudes and perceptions regarding AI training in their professional education across diverse fields. Design/methodology/approach The instrument was administered to 238 students from various disciplines at a Mexican university. Structural validity and reliability were assessed using a generalized structural equation model (GSEM) with quasi-maximum likelihood (QML) to handle data non-normality and analyze latent construct relationships. Findings Results show high internal consistency and validity, with strong correlations between items and constructs of “attitude” and “perception of AI training value.” The study found significant relationships between understanding AI tools and the perceived value of AI training, as well as between this perception and attitudes toward incorporating AI in professional training. Practical implications The instrument helps institutions identify student attitudes and training needs related to AI, enabling tailored curricula and training programs that foster positive AI acceptance, thus preparing students for modern technological challenges. Originality/value This study offers a validated instrument tailored to the Latin American context, addressing a gap in measuring student perceptions of AI in professional training. It serves as a diagnostic tool for educators and policymakers in designing AI-integrated pedagogical strategies that align with student needs.
- Robots Teaching Teachers: Acceptanceof Technology in Higher Education(2025-01-01) López Caudana, Edgar Omar; Suarez Brito, Paloma; Baena Rojas, Jose Jaime; admmsernaThis 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.
