Today’s complex, dynamic, interconnected world presents the field of education (“Education 4.0”) with significant challenges in developing competencies for reasoning for complexity. This article analyzes complex thinking as a macro-competency with sub-competencies of critical, systemic, scientific, and innovative thinking in educational environments. We worked with the systematic literature review method, extracting 39 articles in the Scopus and Web of Science databases using keywords words of interest and applying inclusion and exclusion criteria. Seven research questions guided the data analysis. The results highlighted that: (a) there are common characteristics of studies linking complex thinking, critical thinking, and creative thinking; (b) there is predominance of the qualitative method in the studies; (c) the critical thinking competency has been the most addressed in the research; (d) the predominant components of Education 4.0 are teaching methods and techniques; and (e) the three challenges that stand out for educational research are project feasibility, research opportunities, and required skills. This article is intended to be of value to academic and social communities and decision-makers interested in developing reasoning for complexity within the framework of Education 4.0.

As 21st century skills (e.g., creativity and collaboration) are informally developed by techsavvy learners in the Digital Age, technology-based strategies to develop such skills in nonformal and formal contexts are necessary to reduce the gap between academic and business organizations on the one hand, and the revolutionary wave of self-taught networked learners on the other. In light of this, the Gradual Immersion Method (GIM) was designed to enhance collaborative creativity using interactive devices and augmented reality (AR), to support creativity-based learning, such as in the integrated study of Science, Technology, Engineering, Arts and Mathematics (STEAM). The GIM consists of three intuitive modules wherein learners collaboratively achieve learning object goals through interaction with images and 3D models, in a sequential transition from 2D to 3D and then to AR. In this paper, the process is illustrated through the deployment of the GIM in the study of Surrealist art features, using the Art Movement Learning App (AMLA), an areaspecific technological solution based on the GIM, designed as foundation architecture for the investigation of a wide range of topics in an interactive manner.

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