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

María Soledad Ramírez-Montoya,Jorge Sanabria-Z,Isolda Margarita Castillo-Martínez,Jhonattan Miranda

doi:10.3390/joitmc8010004

María Soledad Ramírez-Montoya, Jorge Sanabria-Z + Show 2 more

Open Access

https://doi.org/10.3390/joitmc8010004

Copy DOI

Abstract

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, selecting 35 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.

Highlights

In a continuously changing and challenging world, complexity predominates in the new perspectives that are demanded
This study focused on analyzing literature on complex thinking linked to Education
Findings include (a) characteristics of studies linking complex thinking, critical thinking, and creative thinking; (b) the qualitative method is predominant in the studies; (c) critical thinking competency has been the most addressed in the research; (d) the predominant components of Education

Summary

Introduction

In a continuously changing and challenging world, complexity predominates in the new perspectives that are demanded. The complexity paradigm is discussed by Morin [1], who proposes that complex thinking that addresses the “interwoven” from a dialogical point of view, which implies considering the separate and sometimes contradictory interacting parts that compose the phenomenon in a specific context. Training in complex reasoning is a necessity for academic communities. New technology-based teaching-learning systems have emerged to respond to the complex changes and social challenges through higher education. The use and adaptation of these technologies in the current context of society is known today as Education 4.0 [4,5]

Objectives

Methods

Results

Discussion

Conclusion