Pensamiento crítico en estudiantes de educación superior: una revisión sistemática

López-Ruiz, Carolina; Flores-Flores, Roxana; Quispe, Ana Isabel Galindo; Huayta-Franco, Yolanda Josefina

doi:10.35622/j.rie.2021.02.006

Cited by 8 publications

(4 citation statements)

References 17 publications

(12 reference statements)

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“…The United Nations, especially in the period between 2005 and 2014, has promoted the formal inclusion of ESD in higher education so that universities are promoters of SD. Curricula must adopt a reflective character around sustainability as a field or concept, through the competencies of an interdisciplinary, diverse, and multimodal learning pedagogy [35]. Universities must also understand the importance of implementing evaluations or management plans that help determine the degree of incidence or understanding of the competencies, methods, and strategies that contribute to the implementation of sustainable projects [36].…”

Section: Discussionmentioning

confidence: 99%

“…These generate solutions to economic, environmental, and social problems. These are the aspects of the context in which the dynamics of knowledge are carried out [35].…”

Section: Discussionmentioning

confidence: 99%

“…This strategy promotes the application of a multidisciplinary and comprehensive approach to education within the framework of SD, including modes of action based on responsibility, commitment, humanism, and justice. Implementing in this way environmental activism as a result of the commitment to the environment [35]. This ideology, in addition to having a comprehensive interdisciplinary approach, involves critical thinking as indispensable competency in the educational work of universities [41].…”

Section: Discussionmentioning

confidence: 99%

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Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

2021

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Sustainable development (SD) is a global commitment, in the economic, social, and environmental terms of the 21st century. The SD integrates conventional development models that seek economic growth and human development, within the framework of respect and sustainable use of natural resources. This challenge must involve all levels of society. Higher education is not an exception, since universities must strive for knowledge, research, and innovation to promote SD. To achieve this, education for sustainable development (ESD) has been especially promoted by the United Nations. ESD is an indirect measurement instrument for the inclusion of SD in higher education curricula. Environmental engineering is one of the areas of most recent creation and expansion of engineering, this undergraduate program seeks to solve the environmental problems generated by the economic development of human beings, applying the theory, techniques, and technologies of engineering. With this systematic literature review (SLR), we were able to answer different research questions posed towards the most relevant competencies, techniques, and tools for the inclusion of ESD in the environmental engineering curriculum. This SLR was developed by searching the Science Direct, Scopus, and ERIC databases. We were able to identify success stories for the inclusion of ESD and some gaps in promoting ESD within undergraduate programs in environmental engineering. Likewise, we find the most applied activities, tools, and competencies within this engineering field that are part of ESD and promote SD from the curriculum.

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Section: Discussionmentioning

confidence: 99%

“…These generate solutions to economic, environmental, and social problems. These are the aspects of the context in which the dynamics of knowledge are carried out [35].…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

2021

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“…The dialogue between students from different cultural contexts has a positive impact on the development of critical thinking skills, students can make conceptual inferences from educational activities, analyze and interpret the context that poses the problem to be solved (López-Ruiz et al, 2021). Critical thinking is a cognitive process necessary for decision-making competence because it involves the reasoning process that leads to choosing action now, but also its projection to the future consequences (Muñeton et al, 2017).…”

Section: Intercultural Learningmentioning

confidence: 99%

Global Classroom: Internationalization for Undergraduate Students Amid the Pandemic

Garza-Olivares¹,

Cavazos-Montemayor²,

Lopez³

2021

International Conference on Education

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The international exchange for undergraduate students is a life-changing experience, an opportunity to interact with others and develop intercultural skills while learning. Nevertheless, the deficit in student participation in internationalization activities demands new formats that offer this academic practice in a virtual environment. Adjacent to this scenario, the greatest impact of the COVID-19 pandemic on higher education was face-to-face exchanges. Therefore, academic programs as Global Classroom was the only way for an international exchange amid the pandemic. The objective of this study was to assess the perceptions of the students about an implementation of a virtual international exchange shared with students from Mexico and Ecuador, focused on this contribution as an educational innovation to promote learning in multicultural and interdisciplinary skills. The study considered a quantitative approach to analyze a student's perception of the experience, and the design was descriptive and cross-sectional. The sample were 44 students enrolled in the experience in the August-December semester in 2020, 22 from Mexico and 22 from Ecuador. The instrument was made of 5 items in which the participants shared their experience regarding the different tools and activities, and their contribution to the educational objectives. Results show that the students valued the intercultural experience positively and the contribution of the different free-access educational technology tools to develop synchronous and asynchronous activities. Other disciplines and institutions can learn from this implementation to design remote educational environments that offer this internationalization experience for learners even after the pandemic. Keywords: higher education, educational innovation, interdisciplinary education, intercultural education, pandemic adaptations, global exchange.

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Critical Thinking and Motivation in Vocational Training and Baccalaureate: A Comparison Study of Students of Spanish Nationality, Unaccompanied Foreign Minors and Young Care Leavers

Parejo-Jiménez

López

Cuberos

et al. 2022

IJERPH

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The present study analyzed academic motivation and its relationship with dispositions towards critical thinking in a sample of 131 students of Spanish nationality and 131 students of foreign nationality (unaccompanied foreign minors and foreign adolescents who had previously experienced the Andalusian care system). For this, an ex-post-facto study was conducted which was descriptive, comparative, and cross-sectional in nature. The main analyses carried out are of a descriptive and inferential nature, the latter to analyze the differences and associations between the variables of critical thinking and motivation (ANOVA test and an structural equations models) in both groups. Main outcomes included the lack of significant differences in dispositions towards critical thinking between Spanish and foreign students, alongside the existence of significant differences in academic motivation between both of these groups. In addition to this, significant differences were found within the group of Spanish nationality students in the dimensions of critical thinking as a function of intrinsic motivation, whilst such differences emerged in the foreign nationality group as a function of intrinsic and extrinsic motivation and amotivation. Finally, within the group of Spanish students, a significant and positive relationship was found between motivation and critical thinking, being positive and non-significant in the foreign national group. In conclusion, it is necessary to improve dispositions towards critical thinking and educational motivation from the educational system for the inclusion of minors and youths in today’s society.

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Pensamiento crítico en estudiantes de educación superior: una revisión sistemática

Cited by 8 publications

References 17 publications

Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

Global Classroom: Internationalization for Undergraduate Students Amid the Pandemic

Critical Thinking and Motivation in Vocational Training and Baccalaureate: A Comparison Study of Students of Spanish Nationality, Unaccompanied Foreign Minors and Young Care Leavers

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