Producción Científica
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- Trends in innovation in academic libraries in Latin America and the Caribbean(2025-03-26) Burgos Aguilar, José Vladimir; Becerra Márquez, Claudia Virginia; Valencia Grajales, Sonia María; Lisowska Navarro, Malgorzata; Lago, María Soledad; Didier Carrasco, Evelyn; Tecnológico de Monterrey; Universidad del Rosario (Colombia); Jorge Tadeo Lozano (Colombia)This report, titled Trends in Innovation in Academic Libraries in Latin America and the Caribbean for 2024, examines the current state of academic libraries in the region and their alignment with global trends. It provides an analysis of educational innovation and transformation in these libraries, offering a comprehensive review of the changes over the past five years. The report aims to be a valuable resource for library leaders, supporting their institutions’ evolution and transformation. Furthermore, it encourages the exchange of experiences and fosters collective learning among library professionals.
- Experiencias y tendencias de innovación digital en espacios educativos(Institute for the Future of Education, 2025-01-06) Julio Barroso Osuna; José Escamilla; Héctor Ceballos; Luis Morán; Ivonne Fuentes; Antonio González; Camila Flores; Mariela González; Adriana Gutiérrez; César Pacheco; Andrea Paez; Roxana Rebolledo; Sergio Salgero; Juan San Martín; Ruth Toro; Carla Pineda; Soratna Navas; Martha Silva; Jaqueline Troncoso; Hugo Pardo; Adriana Caballero; Mary Cabral; Mar Cano; Paqui Carmona; Flavio Castillo; Sibylle de la Chapelle; Daniela Geli; Michèle Drechsler; Germán Miranda; Zaira Delgado; Raúl Montalvo; Juan Miguel Muñoz; Rubén Edel Navarro; Francisco Quezada; Alberto Ramírez; Miguel Casillas; Antonio Santos; Javier Prada; Francisco Silva; Marcos Chacón; Milagros Huamán; Elizabeth Martínez; Luis Olvera; Noemi Medina; Ana Luisa Estrada; Noel Angulo; Erika Pineda; Juan Domingo Farnós; Erwin García; Grez, Antonio González; Gutiérrez Islas, Adriana; Huerta Herrera, Victor; Rojas Figueroa, Cristian; Jara Gatica, MichelNos encontramos en una sociedad caracterizada por la globalización económica y cultural, la velocidad con que se genera y transforma la información, la necesidad de movernos en un aprendizaje constante, la ruptura de la concepción tradicional que tenemos de los conceptos de espacio y tiempo, ser una sociedad que requiere el aprendizaje constante, ser una sociedad de redes no solo de individuos, apoyarnos en modelos económicos centrados en la información, y sobre todo la gran amplitud de tecnologías que tenemos a nuestra disposición y que en definitiva hace posible todos los aspectos que hemos comentado anteriormente. Igualmente, podemos extrapolar este aspecto a gran cantidad de tecnologías puestas a disposición de los docentes para el desempeño de nuestra labor educativa. Tecnologías que resulta imposible predecir en cuanto a su uso futuro, ya que cambian a una velocidad que supera con creces el proceso de humanización de estas. Tal situación nos introduce en un contexto ambiguo, complejo, dinámico y desconocido; claramente diferente al de la sociedad postindustrial, donde todo tendía a estar regulado y estandarizado. Un momento en el que podemos decir que las tecnologías están cambiando nuestra forma de vivir y de relacionarnos con la sociedad.
- Informe de habilidades en la industria automotriz en México : shaping skills framework(Institute for the Future of Education, 2025-1) Ceballos Cancino, Héctor Gibrán; Butt, Sabur; Ríos Alatorre, Gustavo de los; Madera Espíndola, Diana Patricia; Tecnológico de MonterreyEste informe establece esfuerzos fundamentales para la identificación inmediata de necesidades de reskilling y upskilling mediante un enfoque semi-supervisado y supervisado que integra modelos de lenguaje avanzados, como GPT-4o, y modelos transformadores como BETO y mBERT, así como supervisión humana. Este método permitió la creación y expansión de una taxonomía adaptativa de Conocimientos, Habilidades y Capacidades (KSA), asegurando relevancia para las necesidades de la industria y alcanzando un 78% de precisión en la clasificación. 1. El informe presenta la distribución de los KSAs, destacando la preeminencia del conocimiento técnico (67%) frente a las habilidades prácticas (20%) y las capacidades (7%). Identifica los KSAs más importantes, señalando el trabajo en equipo, la comunicación y la experiencia técnica como las competencias más demandadas. 2. Destaca tres categorías principales, basadas en un mes de datos publicados en múltiples sitios web en México: roles técnicos, comerciales y administrativos. Las posiciones técnicas más comunes incluyen Técnicos Mecánicos e Inspectores de Calidad. El informe mapea 30 ocupaciones que abarcan 1,723 títulos únicos de trabajo, lo que representa el 40% de las ofertas de empleo. 3. Además, a través de clústeres de la red de conocimientos, se revelan subgrupos de conocimiento administrativo (por ejemplo, atención al cliente) y técnico (por ejemplo, mantenimiento mecánico). Mientras tanto la red de habilidades distingue entre habilidades operativas (por ejemplo, trabajo en equipo) y de liderazgo (por ejemplo, toma de decisiones). Aunque más pequeña, la red de capacidades resalta el respeto y la gestión del tiempo como aspectos clave. 4. Finalmente, identifica la distribución de 30 roles principales en categorías técnicas, comerciales y administrativas, reflejando las diversas demandas del sector y el enfoque en competencias especializadas.
- Skills report on automotive industry in Mexico : shaping skills framework(Institute for the Future of Education, 2025-1) Ceballos Cancino, Héctor Gibrán; Butt, Sabur; Ríos Alatorre, Gustavo de los; Madera Espíndola, Diana Patricia; Tecnológico de Monterrey1.- This report establishes fundamental efforts for the immediate identification of reskilling and upskilling needs through a semi-supervised and supervised approach that integrates advanced language models, such as GPT-4o, and transformer models such as BETO and mBERT, along with human supervision. This method allowed for the creation and expansion of an adaptive Knowledge, Skills and Abilities (KSA) taxonomy, ensuring relevance to industry needs and achieving 78% classification accuracy. 2. The report presents the distribution of KSAs, highlighting the predominance of technical knowledge (67%) compared to practical skills (20%) and abilities (7%). It identifies the most important KSAs, emphasizing teamwork, communication, and technical expertise as the most in-demand competencies. 3. It highlights three main categories, based on one month of published job postings on multiple websites in Mexico: technical, commercial, and administrative roles. The most common technical positions include Mechanical Technicians and Quality Inspectors. The report maps 30 occupations encompassing 1,723 unique job titles, representing 40% of job postings. 4. Additionally, knowledge network clusters reveal subgroups of administrative knowledge (e.g. customer service) and technical knowledge (e.g. mechanical maintenance). Meanwhile, the skills network makes distinctions between operational skills (e.g. teamwork) and leadership skills (e.g. decision-making). Although smaller, the abilities network highlights respect and time management as key abilities. 5. Finally, the report identifies the distribution of 30 main roles in technical, commercial, and administrative categories, reflecting the demands of the sector and the emphasis on specialized competencies.
- Luces de educación abierta para la Declaración de Dubái: aportaciones desde la Estancia UNESCO 2025(Institute for the Future of Education, 2025-02-01) Ramírez Montoya, María Soledad; Morales, Marcela; George Reyes, Carlos Enrique; Castillo Martínez, Isolda Margarita; Glasserman Morales, Leonardo David; Alcantar Nieblas, Carolina; Icaza Longoria, Inés Álvarez; Martínez Briones, Benito Javier; Rasikh, Tariq; Torres Castillo, Cristina Sofía; Miranda Mendoza, Jhonattan; Patiño Zúñiga, Irma Azeneth; Institute for the Future of EducationEl objetivo de la estancia internacional UNESCO “10 años construyendo juntos el Futuro de la Educación Abierta” reunió expertos, académicos, estudiantes, empresarios y representantes gubernamentales, para discutir, co-construir y transferir el conocimiento de la educación y ciencia abierta. Se generó un espacio de intercambio de ideas, experiencias y buenas prácticas que contribuyen con nuevas soluciones para todos.
- Informe final, Etapa 1. Challenge-Based Research Funding Program 2023. Complex Thinking Education for All (CTE4A): A Digital Hub and School for Lifelong Learners. Final Report Stage 1.(Institute for the Future of Education) Rasikh, Tariq; Álvarez Icaza Longoria, Inés; Ramírez Montoya, María SoledadFinal Report Stage 1. Challenge-Based Research Funding Program 2023 "Complex Thinking Education for All (CTE4A): A Digital Hub and School for Lifelong Learners".
- Utilization of locally sourced waste fats for biodiesel production: Experimental characterization and environmental life cycle assessment(Elsevier, 2025-02-08) Muhammad Aqil, Khan; Nadeem Ahmed, Sheikh; Khan Zaib, Jadoon; Abubakr, Ayub; Tabbi, Wilberforce Awotwe; Rasikh, Tariq; Manuel Garcia PerezThis study presents the production, chemical characterization, and life cycle assessment (LCA) of biodiesel derived from various local waste feedstocks using experimental setup. Biodiesel was produced via transesterification in a 50-L batch reactor using oils sourced from a five-star restaurant (A), three-star café (B), rancid palm oil (C), and chicken feather oil (D). Fourier Transform Infrared Spectroscopy (FTIR) was used for identification of functional groups, while gas chromatography-mass spectrometry (GC-MS) analyzed fatty acid methyl ester (FAME) composition, revealing key variations such as Hexadecanoic acid (C16:0) and Octadecenoic acid (C18:1). Type A biodiesel exhibited the highest saturation, while Types B and C contained more unsaturated FAMEs, influencing their heating values. Conversion efficiencies were significantly influenced by the acid values of the feedstocks, with a maximum yield of 85 % achieved for a sample with an acid value of 3.5 mgKOH/g and a heating value of 35.8 MJ/kg. LCA performed using Simapro V9.5.0.2 demonstrated that biodiesels from Types A, B, C, and D reduced carbon footprints by 70 %, 64 %, 63 %, and 65 %, respectively, compared to fossil diesel. Feedstocks with lower free fatty acid (FFA) levels resulted in lower environmental impacts, while extensively reused cooking oils with higher FFA values contributed to increased carbon footprints. This study underscores the potential for scalable biodiesel production from waste resources, aligning with global and regional sustainability goals.
- Computational thinking in STEM education: current state-of-the-art and future research directions(Frontiers, 2025-01-08) Rasikh, Tariq; Aponte Babines, Bertha María; Ramírez, Jesús; Icaza Longoria, Inés Álvarez; Naseer, Fawad; Todor GanchevThe knowledge society exists mainly due to advancing technology and the exponential development of professionals’ capabilities. Digital transformation and new technologies generate complex environments demanding high-level skills. This work analyzes the current state of pedagogical approaches with a special focus on project-based learning that develops computational thinking in STEM students. A Systematic Literature Review examined the current state of pedagogical approaches along with project-based learning aimed at enhancing computational thinking within the context of higher education. Results allowed us to infer that (a) computational thinking promotes sustainable development through STEM education and novel teaching practices; (b) it is a fundamental skill for the problem-solving processes that evolve with technological progress; (c) its development is a global concern, not limited to a country’s development level; and (d) its introduction at an early stage provides opportunities for the advancement of vulnerable groups. Outlining, this study conducts a Systematic Literature Review (SLR) using PRISMA 2020 guidelines to analyze pedagogical approaches including project-based learning for enhancing computational thinking in STEM higher education, identifying global research trends, common strategies, and areas for improvement, while proposing a framework to align computational thinking skills with emerging technological challenges and promote sustainable educational practices. This study presents relevant results on the construction of state-of-the-art computational thinking and education; it is valuable for curricular design underpinning disciplinary and interdisciplinary approaches.
- Machine and deep learning algorithms for sentiment analysis during COVID-19: A vision to create fake news resistant society(PLOS ONE, 2024-12-19) Muhammad, Tayyab Zamir; Fida, Ullah; Rasikh, Tariq; Waqas, Haider Bangyal; Muhammad, Arif; Alexander, Gelbukh; Fredrick Romanus IshengomaInformal education via social media plays a crucial role in modern learning, offering selfdirected and community-driven opportunities to gain knowledge, skills, and attitudes beyond traditional educational settings. These platforms provide access to a broad range of learning materials, such as tutorials, blogs, forums, and interactive content, making education more accessible and tailored to individual interests and needs. However, challenges like information overload and the spread of misinformation highlight the importance of digital literacy in ensuring users can critically evaluate the credibility of information. Consequently, the significance of sentiment analysis has grown in contemporary times due to the widespread utilization of social media platforms as a means for individuals to articulate their viewpoints. Twitter (now X) is well recognized as a prominent social media platform that is predominantly utilized for microblogging. Individuals commonly engage in expressing their viewpoints regarding contemporary events, hence presenting a significant difficulty for scholars to categorize the sentiment associated with such expressions effectively. This research study introduces a highly effective technique for detecting misinformation related to the COVID-19 pandemic. The spread of fake news during the COVID-19 pandemic has created significant challenges for public health and safety because misinformation about the virus, its transmission, and treatments has led to confusion and distrust among the public. This research study introduce highly effective techniques for detecting misinformation related to the COVID-19 pandemic. The methodology of this work includes gathering a dataset comprising fabricated news articles sourced from a corpus and subjected to the natural language processing (NLP) cycle. After applying some filters, a total of five machine learning classifiers and three deep learning classifiers were employed to forecast the sentiment of news articles, distinguishing between those that are authentic and those that are fabricated. This research employs machine learning classifiers, namely Support Vector Machine, Logistic Regression, K-Nearest Neighbors, Decision Trees, and Random Forest, to analyze and compare the obtained results. This research employs Convolutional Neural Networks, Long Short-Term Memory (LSTM), and Gated Recurrent Unit (GRU) as deep learning classifiers, and afterwards compares the obtained results. The results indicate that the BiGRU deep learning classifier demonstrates high accuracy and efficiency, with the following indicators: accuracy of 0.91, precision of 0.90, recall of 0.93, and F1-score of 0.92. For the same algorithm, the true negatives, and true positives came out to be 555 and 580, respectively, whereas, the false negatives and false positives came out to be 81, and 68, respectively. In conclusion, this research highlights the effectiveness of the BiGRU deep learning classifier in detecting misinformation related to COVID-19, emphasizing its significance for fostering media literacy and resilience against fake news in contemporary society. The implications of this research are significant for higher education and lifelong learners as it highlights the potential for using advanced machine learning to help educators and institutions in the process of combating the spread of misinformation and promoting critical thinking skills among students. By applying these methods to analyze and classify news articles, educators can develop more effective tools and curricula for teaching media literacy and information validation, equipping students with the skills needed to discern between authentic and fabricated information in the context of the COVID-19 pandemic and beyond. The implications of this research extrapolate to the creation of a society that is resistant to the spread of fake news through social media platforms.
- Appendix 10. Validation with mexican universities. Complex thinking education for all (CTE4A): A digital hub and school for lifelong learners. Report stage 1.(Institute for the Future of Education, 2025-02) Icaza Longoria, Inés Álvarez; Glasserman Morales, Leonardo David; Martínez Briones, Benito Javier; Torres Castillo, Cristina Sofia; Tariq, RasikhObjective 1: List of potential universities. Objective 2: Follow up with selected universities to collaborate. Objective 3: Develop a virtual seminar with partner universities for validations.
