Research competencies in university students: Intertwining complex thinking and Education 4.0

George-Reyes, Carlos Enrique; López-Caudana, Edgar Omar; Ramírez-Montoya, Maria Soledad

doi:10.30935/cedtech/13767

Cited by 3 publications

(2 citation statements)

References 56 publications

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“…From a theoretical perspective of complex thinking, the results adhere to the notion that the development of critical, systemic, scientific, and innovative thinking skills involves greater coherence and less variability in responses (George-Reyes et al, 2023a). Complex thinking is characterized by the ability to address difficult situations effectively and, therefore, a lower presence of outliers can be interpreted as an improvement in adaptation and understanding of complexity (Ramírez-Montoya, 2023).…”

Section: Pre-and Post-testsupporting

confidence: 55%

“…In this context, complex thinking emerges as a valuable approach to educational innovation as a reference framework to address the complexity of contemporary education (Sun et al, 2022). The overlapping of complex thinking, and educational innovation builds a pathway to more relevant and practical education (George-Reyes et al, 2023a).…”

Section: Complex Thinking As a Framework For Educational Innovationmentioning

confidence: 99%

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Communicating educational innovation projects in Latin America mediated by the scaling of complex thinking: Contribution of the UNESCO-ICDE Chair in Mexico

George-Reyes,

López-Caudana,

Gómez-Rodríguez

2024

ONLINE J COMMUN MEDIA TECHNOL

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The United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair in the open educational movement for Latin America aims to promote scientific, technological, entrepreneurial, and innovative development. In Mexico, face-to-face bootcamps occur every two years, where prototypes of high-value solutions for education are developed using design and active learning methodologies, with the aim of scaling complex thinking and sustainable development. In the 2023 edition, 94 academicians from 12 countries participated (Argentina, Bolivia, Chile, Colombia, Ecuador, Germany, Guatemala, Mexico, Peru, Spain, the Dominican Republic, and the United Kingdom). Experts from Tecnológico de Monterrey, the Open University, the University of Leeds, and Siemens Stiftung supervised the process. This article presents the prototyped proposals and the results of applying the Play2Train4C methodology, enabling participants to develop educational innovation projects under the paradigm of complex thinking. The results indicate that (1) the participants managed to prototype ten proposals validated by experts and (2) their perceptions of their systemic, critical, scientific, and innovative thinking (sub-competencies of complex thinking) improved by the end of the bootcamp. The conclusion was that the UNESCO Chair boosted solution-building skills for the complex problems arising in Latin America and enabled key agents in education to improve their complex thinking skills for quality education, as promulgated by sustainable development goal 4.

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Section: Pre-and Post-testsupporting

confidence: 55%

Section: Complex Thinking As a Framework For Educational Innovationmentioning

confidence: 99%

Communicating educational innovation projects in Latin America mediated by the scaling of complex thinking: Contribution of the UNESCO-ICDE Chair in Mexico

George-Reyes,

López-Caudana,

Gómez-Rodríguez

2024

ONLINE J COMMUN MEDIA TECHNOL

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Influence of critical thinking on LLM usage among Universitat d’Andorra students

Bleda Bejar,

Dorca Josa,

Oliveras Prat

2024

IJD

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As large language models continue to reshape educational practices, a comprehensive evaluation of critical thinking’s influence on large language models’ usage becomes essential. This study examines how students in the fields of education and computer science at the Universitat d’Andorra interact with large language models, with a particular focus on understanding their learning experiences, decision-making strategies, and problem-solving approaches. Using qualitative and quantitative methods, the research analyzes the frequency and purposes of using these technologies, as well as the critical thinking processes students employ to assess the reliability and relevance of content generated by artificial intelligence. Findings reveal a spectrum of attitudes towards large language models, ranging from enthusiastic adoption to skepticism. While many students appreciate the immediate and personalized academic support, content generation assistance, and writing skill improvement offered by these tools, concerns about the accuracy and potential biases of the outputs are prevalent. Notably, students demonstrate varying levels of the activation of their critical thinking skills when engaging with large language models, with some actively investigate the reliability of artificial intelligence generated information, while others exhibit a more passive reliance on these technologies. The study also highlights distinct usage patterns between computer science and education students. The results contribute to a deeper understanding of student behavior in the context of artificial intelligence enhanced education, providing valuable insights for educational institutions aiming to integrate these tools into their curricula effectively. Furthermore, this research emphasizes the need to enhance critical thinking skills within educational programs to empower students to navigate the complexities of large language models capabilities and limitations.

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Habilidades investigativas en educación formal: una revisión sistemática y bibliométrica

Vega Fajardo,

Vargas Amézquita

2024

epsir

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Introducción: La investigación es un pilar fundamental en la calidad de la enseñanza y el aprendizaje. Por lo tanto, se hace necesario identificar las tendencias actuales del desarrollo de habilidades, capacidades y competencias para el avance de procesos investigativos tanto en docentes como en estudiantes de distintos niveles de formación. Esta comprensión impulsa la enseñanza a través del análisis, la organización sistemática de conocimientos y la producción académico–científica desde los primeros niveles educativos. Metodología: La búsqueda se realizó mediante el mapeo científico y según el informe Preferred Reporting Items for Systematic Reviews and Meta-Analyzes – PRISMA 2020, realizándose una búsqueda exhaustiva con criterios de inclusión y exclusión en bases de datos académicas con ecuaciones de búsqueda enfocadas en habilidades, capacidades y competencias de investigación en educación formal. Resultados: Entre los hallazgos se presentan tendencias de producción científica, autores representativos, ranking de revistas y se destacan los tipos de competencias de investigación que permiten reflexionar y repensar el propio proceso investigativo. Conclusiones: Estos aportes permiten ver la tendencia hacia una formación educativa holística que integra la investigación como eje fundamental del aprendizaje.

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Research competencies in university students: Intertwining complex thinking and Education 4.0

Cited by 3 publications

References 56 publications

Communicating educational innovation projects in Latin America mediated by the scaling of complex thinking: Contribution of the UNESCO-ICDE Chair in Mexico

Communicating educational innovation projects in Latin America mediated by the scaling of complex thinking: Contribution of the UNESCO-ICDE Chair in Mexico

Influence of critical thinking on LLM usage among Universitat d’Andorra students

Habilidades investigativas en educación formal: una revisión sistemática y bibliométrica

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