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Item type:Publication, Expanding horizons for the future with an open educational model for complex thinking: External and internal validation(Emerald Publishing, 2024-05-13)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the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable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.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Reimagining the future through the co-creation of social entrepreneurship in higher education: A multivariate prediction model approach(Emerald Publishing, 2024-01-01)This remastered analysis focuses on the impact of entrepreneurial interventions in higher education institutions (HEI), particularly in social entrepreneurship. The study evaluated the effectiveness of such interventions through a pre-and post-test approach, examining various skill sets in students. The primary goal was to analyze the influence of entrepreneurial training programs on students' competencies in social entrepreneurship by analyzing changes in personal behavior, leadership, innovation, social value and management skills before and after the educational interventions. Design/methodology/approach: The study employed a quasi-experimental design, analyzing pre-and post-test results in three distinct social entrepreneurship training experiences. The sample consisted of 304 participants, providing a comprehensive view of the impact of these interventions. Findings: The main findings were: (1) Educational interventions in social entrepreneurship must emphasize strategies for self-awareness, emotional intelligence and personal development improvement. The analysis revealed significant improvements in these areas, indicating that targeted strategies in these domains are essential for enhancing the effectiveness of social entrepreneurship education. (2) The impact of educational interventions on these capabilities can be effectively evaluated using machine learning methods such as ordinary least squares (OLS) regression. This approach allows for the inclusion of variables such as gender, age or location, providing a comprehensive assessment of the interventions' impact. (3) The interventions were particularly effective in improving students' innovation and leadership competencies. The analysis demonstrated substantial enhancements in these areas, underscoring the success of the interventions in developing these critical skills. (4) The study highlighted the need for a more focused approach in future interventions, emphasizing the importance of management, social value and personal skills. Additionally, it pointed out the necessity of developing and utilizing appropriate tools to create and evaluate these interventions effectively. Practical implications: The study provides insights into improving educational interventions in social entrepreneurship to better develop essential skills in students. Originality/value: This research introduces a significant approach to educational interventions for educational communities and decision-makers by demonstrating the effectiveness of entrepreneurial training for competencies in innovation and leadership, which are crucial for societal and economic development. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Exploring complex thinking in Latin American universities: Comparative analysis between programs and alternative credentials(Routledge, 2024-01-01)Training the high-order competency of complex thinking encompasses addressing its sub-competencies of critical, innovative, scientific and systemic thinking. In this framework, how do the practices of reasoning for complexity in Latin American institutions differ from other regions? This study focused on comparing training practices that promote complex thinking in national and international educational entities through analysis of their programs and alternative professional credentials to identify best educational practices. The comparative education method benchmarked the selected institutions and compared the best educational practices. The four categories of analysis were the philosophical, theoretical, and political components and the educational process. A significant-document analysis was applied to publications found on the websites of 19 educational institutions, and the data were triangulated. The findings accounted for (a) educational institutions seeking to educate individuals who can improve the quality of life in society and contribute to sustainable development, (b) educational practices aimed at developing complex thinking competencies and lifelong learning as essential for new educational models, (c) the collaboration of researchers, faculty, and other stakeholders, and appropriate tools for formative assessment, promoting the development of complex reasoning competencies in changing environments, and (d) educational processes focused on developing high skills, innovation, and digital transformation as essential for designing the future of education. This study is intended to be of value to managers, decision-makers, professors, researchers, and society interested in creating new programs to develop high-level capabilities, such as complex thinking. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Transformative economies and complex Thinking: Enhancing sustainability competencies in business education(Elsevier BV, 2025-12-01)This study presents a pedagogical innovation that integrates agile methodologies, transformative economies, and complex thinking to enhance sustainability competencies in graduate business education. Using a multiple case study design, we examined the experiences of 58 Master of Business Administration students enrolled in a course on disruptive innovation and new business models at a business school in Peru. Students applied the Scrum framework and principles from circular, green, and solidarity economies to develop sustainability-focused projects. Quantitative results from a validated instrument showed significant gains in scientific, critical, and innovative thinking. Qualitative analysis of student reflections and project artifacts confirmed increased awareness of systemic challenges and responsible decision-making. The findings demonstrate how agile, interdisciplinary, and action-oriented pedagogies can foster the competencies needed to address complex sustainability issues. This study contributes to responsible management education by offering an empirically grounded and context-sensitive model that prepares students to lead sustainable innovation in diverse business environments.2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, GenAI-supported portfolio assessment for complex thinking: a GPT-based innovation in business education(Frontiers Media, 2026-01-01)This study examines the integration of Generative Artificial Intelligence (GenAI) into rubric-based qualitative assessment to strengthen authentic evaluation and complex thinking competencies in business education. Conducted at a graduate business school in Peru with 120 student portfolios, the research adopted a qualitative exploratory-documentary approach, complemented by a correlational analysis between human and AI evaluations to enhance the interpretive validity of the findings. A pilot subsample ( n = 12) was used for the correlational analysis comparing human and AI-assisted assessments, while descriptive analyses of complex thinking levels were conducted on the full sample ( n = 120) using the AI agent. The study employed the GPT-eComplex Assistant, a GenAI-based evaluator developed from ChatGPT and configured with the eComplex rubric, to identify recurring patterns, strengths, and areas for improvement without replacing human pedagogical judgment. The findings revealed that: (a) the GPT-eComplex Assistant closely mirrored human evaluators' judgments, reinforcing consistency, traceability, and transparency, although still requiring teacher calibration; (b) the digital portfolio served as an authentic learning artifact to capture systemic and critical thinking, while showing limitations in the scientific dimension; (c) the use of GenAI for assessment in higher education remains incipient and under-researched, underscoring the need for empirical evidence and ethical guidelines; and (d) the responsible integration of GenAI demands active teacher mediation, ethical awareness, and institutional transparency, ensuring that technology complements rather than replaces pedagogical judgment. This study contributes a pedagogical strategy that combines formative portfolio assessment, AI-supported co-evaluation, and the AI-PROMPT Framework, offering a replicable model for embedding GenAI into authentic, reflective, and ethically grounded assessment practices in higher education. The results represent an innovative contribution by positioning GPT as a complementary tool in authentic assessment, reinforcing the central role of human judgment and opening new perspectives for AI-supported evaluation in the Ibero-American and beyond.