Producción Científica
Permanent URI for this communityhttps://hdl.handle.net/11285/345132
Contiene todos los recursos que son resultado de la investigación de la comunidad del Tecnológico de Monterrey y que se encuentran en acceso abierto.
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- Acceso efectivo, inclusivo y equitativo a REA, educación y/o ciencia abierta de calidad(2025) Antón Ares, Paloma; Martínez Briones, Benito Javier; Universidad Complutense de Madrid; Tecnológico de MonterreyPacto Digital Mundial y principios ROAM-X UNESCO Basados en derechos, son abiertos, accesibles y promueven la participación de múltiples partes interesadas con base en principios transversales. Proporcionar una visión integral, un marco que garantiza la inclusión, la equidad y la colaboración en el desarrollo y la implementación de Recursos Educativos Abiertos.
- Shaping the future of education: inclusion, innovation and collaboration as transformative principles(2025) Corti, Paola; Martínez Briones, Benito Javier; Politecnico di Milano; Tecnológico de Monterrey• Ensuring access to OER that meets the material needs of target learners and the educational objectives for which the OER is used, including ensuring offline access to OER where appropriate. • Supporting the development of gender-sensitive, culturally and linguistically relevant OER, and the creation of OER in local and indigenous languages. • Ensuring that the principle of gender equality, non-discrimination, accessibility, and inclusiveness is reflected in OER strategies and programmes. • Supporting increased access to OER, particularly for low-income communities, through public investments and incentivizing private investments in ICT infrastructure and broadband as well as other mechanisms. • lncentivizing the development of research in OER. • Developing and adapting existing evidence-based standards, benchmarks and related criteria for OER which emphasize reviewing educational resources (both openly and not openly licensed) for quality assurance.
- 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 MonterreyPresentación del libro "Nuevos horizontes en el aprendizaje vinculado con el desarrollo sostenible. Nuevas vías en la era digital" en la Estancia UNESCO 2025.
- SEL4C. Social Entrepreneurship Learning for Complexity(2025-01-20) Vázquez Parra, José Carlos; Tecnológico de MonterreyPresentación de la Metodología SEL4C dentro de la Estancia UNESCO - (Social Entrepreneurship Learning for Complexity) es una metodología que, de manera autogestiva, promueve el desarrollo de las competencias de emprendimiento social y pensamiento complejo, dentro de un proceso de ideación emprendedora.
- Movilizando las recomendaciones UNESCO 2019 y declaración de Dubái en educación y ciencia abierta. Estancia internacional UNESCO 2025(2025-01-20) Ramírez Montoya, María Soledad; Varoglu, Zeynep; EGADE Busciness School; Tecnológico de MonterreyConferencia para incentivar la reflexión para movilizar las Recomendaciones UNESCO 2019 y Declaración de Dubái en Educación y Ciencia Abierta.
- Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines(2024) José Carlos Vázquez Parra; Tariq, Rashik; 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.
- Panel revolucionando la educación(2025-01) Vázquez Parra, José Carlos; Instituto para el Futuro de la Educación, Tecnológico de MonterreyPanel para la Catedra UNESCO 2025.
- Self-regulated learning systemic and innovative thinking in women studying STEM careers a mastery level analysis(2024) Glasserman-Morales, Leonardo David; Alcantar-Nieblas, Carolina; Portuguez-Castro, May Iliana; Pacheco-Velázquez, Ernesto Armando; Tecnológico de Monterrey; Universidad de BraganzaSelf-regulated learning and systemic and innovative thinking are crit-ical for students’ academic success at all levels nowadays, particularly in higher education. This study aimed to analyze self-regulated learning and systemic and innovative thinking among women in Science, Technology, Engineering, and Mathematics (STEM) disciplines at the university level. A quantitative study was performed analyzing data from a non-probabilistic sample of 190 women study-ing careers in the STEM, with ages between 19 and 35 years. The results indi-cated significant differences in self-management, motivation, self-monitoring, and innovative thinking in the different STEM disciplines. Mechanical engineer-ing students exhibited high self-regulated learning and systemic thinking, while chemical and biological engineering students showed strong innovative thinking but lower self-regulation. These findings underscore the need for personalized STEM education programs that address specific strengths and areas for improve-ment. This paper discusses the implications for educational practice and the pro-motion of gender equity in STEM.
- 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.
