Scaling Complex Thinking for Everyone: A Conceptual and Methodological Framework

Ramí­rez-Montoya, María Soledad; Álvarez-Icaza, Inés; Sanabria-Z, Jorge; López-Caudana, Edgar; Alonso-Galicia, Patricia Esther; Miranda, Jhonattan

doi:10.1145/3486011.3486562

Cited by 18 publications

(18 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Undoubtedly, the educational field is experiencing these challenges with uncertainty and vulnerability, and training to develop the meta-competence of reasoning for complexity is especially challenging for education. Four sub-competencies can be identified: critical, systemic, scientific, and innovative thinking [14]. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information acquired or generated by observation, experience, reflection, reasoning, or communication as a guide to belief and action [15].…”

Section: Reasoning For Complexity and Researchmentioning

confidence: 99%

“…In the evolution of the education sector from Education 1.0 (late 18th century), Education 2.0 (early 20th century), and Education 3.0 (late 20th century) to Education 4.0 (present), education has transcended from essentialism, behaviorism, instructivism, and andragogy towards an approach based on "cybergogy"; the latter combines educational experience with the use of ICTs, "peeragogy" which encourages cooperation and collaboration in educational processes, and "heutagogy" which is based on humanist and constructivist principles to foster self-learning practices [5]. Therefore, taking these approaches as a reference, we can say that Education 4.0 promotes (i) transition from teacher-centered to student-centered instruction and from passive to active learning [27], (ii) looks for real-life contexts, scenarios, and challenges where the students strengthen their professional training by putting their knowledge into practice, and (iii) develop research and complex thinking skills to propose solutions to current challenges and problems in society [14].…”

Section: Framework Of Education 40mentioning

confidence: 99%

See 1 more Smart Citation

Complex Thinking in the Framework of Education 4.0 and Open Innovation—A Systematic Literature Review

Ramírez-Montoya

Castillo-Martínez

Sanabria-Z

et al. 2022

Journal of Open Innovation: Technology, Market, and Complexity

Self Cite

137

View full text Add to dashboard Cite

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.

show abstract

Section: Reasoning For Complexity and Researchmentioning

confidence: 99%

Section: Framework Of Education 40mentioning

confidence: 99%

Complex Thinking in the Framework of Education 4.0 and Open Innovation—A Systematic Literature Review

Ramírez-Montoya

Castillo-Martínez

Sanabria-Z

et al. 2022

Journal of Open Innovation: Technology, Market, and Complexity

Self Cite

137

View full text Add to dashboard Cite

show abstract

“…The eComplexity instrument measures the participants' perceived achievement of the complex thinking competency and its sub-competencies. It is an instrument validated theoretically and statistically by a team of experts in the field (Castillo-Martínez et al ., 2021; Ramírez-Montoya et al ., 2021a, b).…”

Section: Methodsmentioning

confidence: 99%

“…Although the instrument was shown to have high validity and reliability, after statistical analysis, modifications were made per the experts' observations. The improved version of the instrument with 443 participants was validated as reliable through evidence of internal consistency for the reasoning-for-complexity competency (Ramírez-Montoya et al ., 2021a, b).…”

Section: Methodsmentioning

confidence: 99%

“…Globalization, the increasing use of technology, social interactions among diverse cultures and the growing promotion of entrepreneurship and creativity in all professions require the full breadth of individuals' thinking. Therefore, it is necessary to go beyond scientific reasoning into other areas, such as systems thinking and critical thinking, which are fundamental for investigation and problem-solving (Morin, 1990) and creative and scientific thinking (Ramírez-Montoya et al ., 2021a, b).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Gender gap in the perceived mastery of reasoning-for-complexity competency: an approach in Latin America

Parra

Castillo-Martínez

Ramírez-Montoya

et al. 2023

JARHE

View full text Add to dashboard Cite

PurposeThe study aims to assess students' perceived mastery of reasoning-for-complexity competency and its sub-competencies in a sample of students in a Latin American university. The intention was to identify statistically significant differences between a population of men and women with similar sociocultural characteristics, assessing whether gender could be a factor for educational institutions to consider when implementing strategies to develop this competency.Design/methodology/approachThe eComplexity instrument was applied to 370 undergraduate students in their first to ninth semesters in a private university in Western Mexico. Descriptive statistics were analyzed to determine the mean and standard deviation indicators and were tested for statistical significance. The convenience sampling methodology ensured that there were students from all semesters and a diversity of majors. The sampling aimed for a balance of men and women, resulting in 189 women and 181 men.FindingsThe results confirmed no statistically significant evidence to indicate differences between men and women in their perceived mastery of the reasoning-for-complexity competency in general. However, statistically significant differences were found in the perceived achievements of the sub-competencies of systems, critical and scientific thinking, which comprise the overall competency. Women presented a higher average perception of systemic and critical thinking achievement, and men had a higher perception of scientific thinking. The authors concluded that social and cultural elements influence the perception of achievement that men and women develop in thinking and solving problems.Practical implicationsGovernments and educational institutions must establish training programs that do not follow gender stereotypes and promote reasoning-for-complexity skills equitably in men and women. It is necessary to create more scientific and academic spaces and projects involving women in the sciences; countries must emphasize this to improve their scientific competency. Only in this way will it be possible to reverse the perception that men and women have of their problem-solving skills and abilities, which, as this study shows, are more a matter of culture than capabilities.Originality/valueUnlike previous studies, which analyze the competency of complex thinking in a particular way among its sub-competencies, this research sought comprehensive measurement. Furthermore, beyond measuring competency development, this study aimed to measure the perception of achievement. The authors believe this is the first step towards identifying elements of the social imagination that limit the formation of scientific thinking among women in Latin America.

show abstract

Challenge Based Learning in Entrepreneurship Education: Empowering Competencies Towards the Sustainable Development Goals

Portuguez-Castro

2024

Lecture Notes in Educational Technology

View full text Add to dashboard Cite

Scaling Complex Thinking for Everyone: A Conceptual and Methodological Framework

Cited by 18 publications

References 6 publications

Complex Thinking in the Framework of Education 4.0 and Open Innovation—A Systematic Literature Review

Complex Thinking in the Framework of Education 4.0 and Open Innovation—A Systematic Literature Review

Gender gap in the perceived mastery of reasoning-for-complexity competency: an approach in Latin America

Challenge Based Learning in Entrepreneurship Education: Empowering Competencies Towards the Sustainable Development Goals

Contact Info

Product

Resources

About