Cultural Imaginaries and Complex Thinking: Impact of Cultural Education on the Development of Perceived Achievement of Complex Thinking in Undergraduates

Parra, José Carlos Vázquez; Alfaro-Ponce, Berenice; Guerrero-Escamilla, Juan Bacilio; Maure, Luisa Morales

doi:10.3390/socsci12050272

Cited by 7 publications

(5 citation statements)

References 32 publications

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“…At the same time, this megacompetency is related to other thinking competencies required for the future, such as systemic thinking, which enables the establishment of relationships within the same reality; critical thinking, which assists in evaluating and making logical judgments; scientific thinking, which supports problem-solving based on evidence and the use of techniques; and innovative thinking, which allows visualizing problems from different perspectives (V azquez-Parra et al, 2023). It aims to interconnect different theories and information that can generate solutions for the common good.…”

Section: Complex Thinking In Higher Educationmentioning

confidence: 99%

“…According to these authors, students should not only adapt to university life but also acquire the necessary knowledge for their professional careers. This approach fosters essential skills, such as social entrepreneurship, that promote creative thinking, collaboration and the ability to adapt to complex and changing environments to generate alternatives (V azquez-Parra et al, 2023). The competence of computational thinking is relevant in an increasingly digitized society and refers to the ability to address problems logically, analytically and systematically by applying principles and tools from computer science (Alfaro-Ponce et al, 2023).…”

Section: Complex Thinking In Higher Educationmentioning

confidence: 99%

“…This approach fosters essential skills, such as social entrepreneurship, that promote creative thinking, collaboration and the ability to adapt to complex and changing environments to generate alternatives (Vázquez-Parra et al. , 2023).…”

Section: Introductionmentioning

confidence: 99%

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Expanding horizons for the future with an open educational model for complex thinking: external and internal validation

Ramírez-Montoya,

Portuguez-Castro

2024

OTH

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Purpose The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good. Design/methodology/approach This was an adaptation of the causal-layered analysis (CLA) applied to 415 participants from higher education institutions in Mexico, Panama and Spain. Sessions were designed to present the proposed educational model and explore participants’ perceptions of its significance and contributions to future education. Findings Key findings include the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable of understanding and transforming society; and participants recognized the model’s transformative potential, offering a novel proposal for 21st-century education. Originality/value This research sought to gather opinions from different stakeholders using the CLA methodology, providing a deep understanding of participants’ perspectives on the proposed solution.

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Section: Complex Thinking In Higher Educationmentioning

confidence: 99%

Section: Complex Thinking In Higher Educationmentioning

confidence: 99%

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Expanding horizons for the future with an open educational model for complex thinking: external and internal validation

Ramírez-Montoya,

Portuguez-Castro

2024

OTH

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“…However, to speak of complex thinking as a formative competency implies the need to deconstruct this skill into the different cognitive elements that an individual needs to develop, theoretically proposed as the sub-competencies of critical thinking, systemic thinking, scientific thinking, and innovative thinking (Vázquez-Parra et al, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

eComplexity: validation of a complex thinking instrument from a structural equation model

Vázquez-Parra,

Henao-Rodriguez,

Lis-Gutiérrez

et al. 2024

Front. Educ.

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The eComplexity instrument aims to measure the perception of achievement in the complex thinking competency and its sub-competencies. To ensure the reliability of this instrument, validation processes like the one presented in this article are necessary. Methodologically, this study evaluates data from 1,037 university students in Mexico, confirming the statistical validity and reliability of the instrument. As a result, the demonstrated reliability of the eComplexity instrument as a tool for measuring perceived achievements in complex thinking provides a valuable resource for assessing the effectiveness of educational interventions. Consequently, this research contributes to a more informed approach to fostering critical thinking skills, benefiting both theoretical exploration and practical application in educational settings. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate students’ self-perceptions of their performance in complex thinking and its sub-competencies, thus advancing the field of educational measurement. Academically, it enriches the discourse on the design and validation of instruments, offering a rigorous model for future efforts in measuring cognitive competencies. Practically, the study’s results inform educational practice by identifying systemic and scientific thinking as key to developing complex thinking skills. This knowledge enables educators to more effectively adapt teaching strategies and curricular designs, aiming to enhance students’ ability to navigate the complexities of the modern world.

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“…In this regard, the relevance of complex thinking training is irrespective of the career or discipline of education, as the skills provided by this cognitive competency are valuable for any professional (Vázquez-Parra et al 2023a. Universities must undertake specific actions to identify how complex thinking is acquired and developed in their curricula.…”

mentioning

confidence: 99%

Perception of the Level of Competency of Candidates for Graduation: A Multidisciplinary Approach to Complex Thinking

Vázquez-Parra,

Cruz-Sandoval,

Suárez-Brito

2023

J. Intell.

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Complex thinking is a cognitive skill that focuses on the integrated analysis and synthesis of information with a systemic and critical perspective that enables creative decision-making in the face of complex realities or challenges. At the educational level, it is valued as a transdisciplinary competency, meaning it is relevant for individuals regardless of their profession or field of study. This article presents the results of measuring the perceived achievement of complex thinking among 830 graduating students from a technological university in Mexico, aiming to identify possible significant differences based on their discipline or major. Methodologically, a multivariate descriptive statistical analysis was performed using R and RStudio software, including calculation of means and standard deviations, violin plots, boxplot and ANOVA significance analysis, and t-test. The results show that the differences were not statistically significant in all the disciplines, although it is possible to note significant differences, which reveals a differentiated behavior in the process of formation and development of complex thinking according to the discipline of study. In conclusion, the present study shows that the students’ areas of training are associated with differences in perception of complex thinking and its associated sub-competencies, thus differentiating this ability in their graduation profile. This article contributes to the existing literature on the formation and development of complex thinking and its sub-competencies as relevant professional skills for lifelong learning.

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Cultural Imaginaries and Complex Thinking: Impact of Cultural Education on the Development of Perceived Achievement of Complex Thinking in Undergraduates

Cited by 7 publications

References 32 publications

Expanding horizons for the future with an open educational model for complex thinking: external and internal validation

Expanding horizons for the future with an open educational model for complex thinking: external and internal validation

eComplexity: validation of a complex thinking instrument from a structural equation model

Perception of the Level of Competency of Candidates for Graduation: A Multidisciplinary Approach to Complex Thinking

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