Creativity in Criticality: tools for Generation Z students in STEM

The use of video essays and podcasts to enhance creativity and critical thinking in engineering

“…14 suggest that the activities of active, collaborative and experiential learning had a great impact on the learning process of the students of the experimental group, who achieved -in 3 semesters- up to 44% strengthening in the case of criticality and up to 31% strengthening in the case of case of creativity. These results confirm studies published by the authors in 2021 [ 27 , 53 ] and are consistent with the results obtained in recent studies from 2022, such as those by Hiğde and Aktamış [ 33 ] and Giuliano et al . [ 41 ].…”

“…A graphical way of understanding our novel approach is to imagine it as a three-dimensional space, a kind of multi-level tiered yard: in one direction are the stages of the Cognitive Process Dimension, which consists of the six levels of the Taxonomy of Bloom (Remember, Understand, Apply, Analyze, Evaluate and Create) [51]; in the other direction are the stages of the Knowledge Dimension, which consists of the four levels of the Anderson & Krathwohl Taxonomy (Factual, Conceptual, Procedural and Metacognitive) [52]. Figure 6 (based on the graphical model presented in [53]) shows a possible interpretation of this tiered yard where it can be seen that joint progress in both dimensions means not only a cognitive effort (which means moving from moment 1 -in which the student masters the application of a concept-to moment 2 -in which the student is capable of critically analyzing that concept-) but also intellectual commitment (which means going from moment 2 -in which the student is able to critically analyze a concept-to moment 3 -in which the student can take a creative advantage of the previously acquired knowledge to analyze the procedure that brings together different concepts-). to be able to climb each terrace and reach the upper levels in both dimensions.…”

The Hacking Innovative Pedagogies (HIP) framework: - Rewilding the digital learning ecology

“…The review analysis indicates that digital education in the context of engineering education is driven by a blend of internal and external factors, as illustrated in Figure 2, with the highest frequency factors at the top and the lowest at the bottom. Around two-thirds of the studies, 12, (Block, 2018b;Broo et al, 2022;Caratozzolo et al, 2021;Chuchalin et al, 2019;Franuszkiewicz et al, 2019;Guray and Kismat, 2023;Hulla et al, 2019;Karstina, 2022;Luengo et al, 2022;Oh et al, 2021;Salinas-Navarro and Garay-Rondero, 2019;Taborda et al, 2021), identify Industry 4.0, often referred to as the Fourth Industrial Revolution, as a prominent driving force. These studies find that within the context of Industry 4.0, adaptation is necessary to meet societal demands for highly skilled graduates and respond to the needs of employers and industry.…”

Interactions Between Innovation and Digital Transformation: A Co-Word Analysis

“…The former is approached in a twofold manner, both tied to a general concern with (digital) business model innovation in the education system, particularly in 'higher education', which is the largest and most central node in the subcluster. The literature centers, on the one hand, on the digitalization of teaching practices ('online learning') and the need for curriculum overhaul ('educational innovation') to better account for the skills and knowledge required in highly digitalized contexts (e.g., [77], [78]) and, on the other hand, on the digitalization of the operation of education institutions (e.g., [79], [80]). Innovation-driven digitalization is seen, initially, as a matter of finding ways to respond to the pandemic, but, perhaps more interestingly, as a matter of rethinking the education system through digital technologies.…”