Producción Científica
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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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- Pre Bootcamp: Strategies for Global Funding, Bilbao 2024(Institute for the Future of Education) Ramírez Montoya, María Soledad; https://ror.org/03ayjn504Video of: Co-creating open solutions through Interdisciplinary Collaboration for the Future of Education: Strategies for Global Funding Bootcamp 2024. From 27 to 29 October 2024. AS FABRIK, Ribera Zorrotzaurreko, 2A, 48014 Bilbao, Spain.
- Strategies for Global Funding Bootcamp 2024Ramírez Montoya, María Soledad; https://ror.org/03ayjn504Thank you to all of you! Video for: Co-creating open solutions through Interdisciplinary collaboration for the future of education.
- Co-creating open solutions through interdisciplinary collaboration for the future of education: strategies for global funding. Technical Report(Institute for the Future of Education) Ramírez Montoya, María Soledad; Miranda Mendoza, Jhonattan; https://ror.org/03ayjn504To empower academic networks, educational leaders, and researchers with the skills needed to secure global funding, foster interdisciplinary collaborations, and develop winning grant proposals. This boot camp includes hands-on workshops, AI-enhanced tools, and interactive sessions, all focused on driving innovation, openness, and the future of education.
- 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.
- Panel: Exploring the future of education: knowledge sharing and openness for sustainability(2024-10-27) Martínez Arboleda, Antonio; Hasenmueller, Mike; Ramírez Montoya, María Soledad; Mitchel, Megan; Lesko, Igor; Altuna Iraola, Jon; https://ror.org/03ayjn504; https://ror.org/03ayjn504Presentation for the panel.
- 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.
- Co-designing a financial literacy videogame: A participatory research-based approach in complex scenarios(ESIC 2024, 2024-10-13) Ramírez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Villalba Condori, Klinge Orlando; https://ror.org/03ayjn504This study examines the co-design of a financial literacy videogame as a pedagogical innovation aimed at fostering sustainable economic principles among university students. The co-design process and game development is informed by the needs and preferences of its end-users to ensure the game's educational content is relevant and impactful. This methodology brings together learners, educators, and game developers to co-design a financial literacy video game integrating educational technology and e-learning principles to create an inclusive, engaging learning environment. By simulating real-world financial dilemmas within the game's narrative, players experience firsthand the consequences of their choices, encouraging critical reflection on their personal and collective financial behaviors. Players navigate complex financial scenarios, promoting strategic thinking and responsible decision-making. The effectiveness of the game was assessed using a mixed-methods approach, evaluating financial knowledge, attitudes, and behaviors. Findings indicate participants demonstrated marked improvements in financial knowledge, and decision-making skills. The paper discusses the implications of these results, the potential of gamification in learning complex subjects, and the advantages of participatory design in creating meaningful educational experiences.
- Designing a digital ecosystem for complex thinking: Integrating open educational resources with sustainable development goals(ESIC 2024, 2024-10-13) Ramírez Montoya, María Soledad; Turpo Gebera, Osbaldo; https://ror.org/03ayjn504This paper presents an approach to sustainability education through the design and testing of a digital ecosystem integrating Open Educational Resources (OER) within complex learning environments. By employing OER in the pedagogical strategy, the study aligns with the United Nations' Sustainable Development Goals, aiming to ensure inclusive and equitable quality education. We examine how these resources, coupled with self-regulated learning strategies, prepare learners to address sustainability challenges. The research demonstrates the utility of OER in facilitating accessible innovative teaching and learning methods that can be customized to various educational contexts, supporting curriculum development that embeds sustainable principles. The role of OER in educational technology and e-learning is explored, emphasizing their potential to democratize access to education and enable a participatory approach to learning. The findings indicate that OER facilitate the acquisition of knowledge and skills pertinent to sustainability and empower learners to become proactive, self-directed participants in their educational journey towards sustainability. Finally, the paper offers insights into inclusive education practices that foster sustainability, thereby contributing to a more sustainable future.
- 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.
