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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- Presentación "Research Lab Report - Metodología SEL4C"(2025) Vázquez Parra, José Carlos; Antón Ares, Paloma; Lugo-Ocando, Jairo; Pacheco Velázquez, Ernesto Armando; Ramírez Montoya, María Soledad; Portugués Castro, May; Tecnológico de Monterrey; Tecnológico de MonterreySEL4C: 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.
- Declaración de Dubái: acceso efectivo, inclusivo y equitativo(2025) Martínez Arboleda, Antonio; Martínez Briones, Benito Javier; Universidad de Leeds; Tecnológico de MonterreyApoyar el desarrollo de REA enriquecidos con AI. Integrar licencias legibles por máquina como metadatos. Apoyar la traducción y contextualización de REA a múltiples idiomas.
- Presentación del libro: Movilización de educación abierta con base tecnológica, investigación y prácticas en STEM LATAM(2025-01-28) López Caudana, Edgar Omar; Vater, Ana; Burgos Aguilar, José Vladimir; García Peñalvo, Francisco José; Morales, Marcela; Institute of the Future of Education; Tecnológico de MonterreyPresentación del libro Movilización de educación abierta con base tecnológica Investigación y prácticas en STEM LATAM Editores: María Soledad Ramírez Montoya, Tecnológico de Monterrey, México Anna Vater Siemens Stiftung, Alemania Jose Vladimir Burgos Aguilar Tecnológico de Monterrey, México Comentaristas: Francisco José García Peñalvo, Universidad de Salamanca, España Marcela Morales, Open Education Global, Estados Unidos Moderador: Edgar Omar López Caudana, Tecnológico de Monterrey, México
- Presentación del libro: Digitalización universitaria desde la acción.(2025-04-29) López Caudana, Edgar Omar; Ramírez Montoya, María Soledad; Villamizar Rodríguez, Luisa; Viñoles Cosentino, Virginia; Kessler, Sarina; Institute of the Future of Education; Tecnológico de MonterreySe da el resumen de la presentación del libro como memoria del proyecto Digitalización desde la Gobernanza: DigiUGov. Editores: Edgar Omar López Caudana , Tecnológico de Monterrey, México María Soledad Ramírez Montoya, Tecnológico de Monterrey, México Comentaristas: Luisa Villamizar Rodríguez, Asociación Colombiana de Universidades, Colombia; Virginia Viñoles Cosentino, Universitat Jaume I, España; Sarina Kessler, Pontificia Universidad Javeriana Cali, Colombia. Moderador: Edgar Omar López Caudana, Tecnológico de Monterrey, México
- 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).
- Declaración de Dubai. Políticas de Apoyo(2025-01-21) Gisbert Cervera, MercèSe aborda desde una perspectiva de reflexión la importancia/necesidad de proteger la propiedad intelectual de los Recursos Educativos Abiertos (REA).
- Fomento de la creación de modelos de sostenibilidad para los REA, la educación y/o ciencia abierta(2025-01-23) Hernández Montoya, Diana; Tecnológico de MonterreyApoyar y alentar la creación de modelos de sostenibilidad para los REA en el plano nacional, regional e institucional, así como la planificación y el ensayo experimental de nuevas formas sostenibles de educación y aprendizaje.
- 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.
