Tecnologico De Monterrey Research Articles

Assessing benefits of computer-based video training and tools on learning outcomes and motivation in mechanical engineering education: digitalized intervention and approach

Traditionally, laboratory work has been a common approach to facilitate the acquisition of practical skills and familiarize the undergraduate students, particularly engineering students, with specialized tools and equipment. However, the conventional in-person labs often experience challenges such as limited resources and space, instructor availability, and inflexible schedules. The emergence of digital tools and the recent COVID-19 pandemic have prompted educators to reconsider their teaching methods. To this effect, this paper introduces an innovative approach and teaching methodology to address the challenges in traditional engineering education within the laboratory. It presents a methodology that combines cost-effective instructional videos and portable kits to promote autonomous development of practical skills in undergraduate engineering students. The proposed teaching methodology was grounded on the Descriptive Decision theory and Learning-Oriented Assessment (LOA), which are theoretical framework and type of students’ learning outcome (SLO) model that studies the rationality behind the decisions that the users are disposed to make, as well as level of outcome of the students’ learning process or performance. Motivation among the students was assessed using the Model of Academic Motivation Inventory (MUSIC Inventory) to evaluate the impact of the proposed teaching method and learning intervention on the interest of the students. The method was implemented in four independent courses at two different campuses of Tecnologico de Monterrey. The results show that the proposed learning approach was effective in helping students develop hard skills with reduced instructor intervention. Moreover, high levels of motivation was reported through the MUSIC methodology and test administered to the participating students at the end of the courses. The outcome of this study can be used to inform and support the curriculum design by the educators, promote effective policy and decision making by the university leaders, and encourage wide adoption of the digitalized-education.

Sustainability in the Professional Practice of an Engineer

To meet modern society's demands, highly qualified professionals are driving the reformulation of the teaching-learning model in universities. The framework of the Tec21, the Educative Model of the Tecnologico de Monterrey, provides the focus over the training programs on the relationship between the student and the environment for the development of personal and professional competencies through the resolution of challenges linked to real-world scenarios. In this work, we present information about a challenging experiential activity for students with an undergraduate professional curriculum. The core elements were a soap company, a higher education institution (Tecnologico de Monterrey), and the federal government (Mexico); it was consistent with specific problems to be solved in the soap company in Mexico by inserting students in it. Based on the framework of the experiential study of the company, constitution and characterization of the processes, in individual surveys, students recognized a better learning in a real context, and they recognized that the importance of the challenging activity through ten indicators and that this exercise contributed to the development of transversal competencies: co-responsibility, social responsibility, and sustainability. These results reinforce the importance of the development of transversal competencies in the training of professionals.

Assessing sustainability competencies in contemporary STEM higher education: a data-driven analysis at Tecnologico de Monterrey

Assessing sustainability competencies in contemporary STEM higher education: a data-driven analysis at Tecnologico de Monterrey

Improving the learning-teaching process through adaptive learning strategy

Much has been written about Adaptive Learning, but does its implementation alone guarantee success? We have found that integrating an Adaptive Learning Strategy with diverse didactic techniques gives better results. The objectives of this exploratory study were to know the impact of the Adaptive Learning Strategy on students’ learning and achievement of disciplinary and transversal sub-competencies in courses supported by an Adaptive Platform in the School of Engineering and Sciences at Tecnologico de Monterrey. The assessment of the students’ and professors’ experience with an Adaptive Learning Strategy evaluated platform’s usability, teaching, learning, and engagement. The study employed a mixed methodological approach, sequential Quant- > Qual, and was quasi-experimental, with control and experimental groups. The courses that participated in the intervention were Computational Thinking, Physics I, Physics II, and Fundamental Mathematical Modeling. The findings indicated that implementing an innovation like Adaptive Learning positively impacts students’ learning and improvement when integrating elements of a flipped classroom, self-regulated learning, and micro-learning into an Adaptive Learning Strategy. The authors also propose an Implementation Model of the Adaptive Learning Strategy that has been designed by the university, implemented, and evaluated successfully.

DTwin-TEC: An AI-based TEC district digital twin and emulating security events by leveraging knowledge graph

The increasing popularity of digital twins, alongside the rapid evolution of connectivity driven by the Internet of Things, highlights their potential to greatly aid in the development of smart cities. Digital twins are employed more commonly as smart cities grow and societies become more interconnected. With the growing need for this technology, there is a pressing demand for the automatic captioning of security events from the videos collected from these models. This is needed as Dtwin models generate a lot of data that makes it difficult to caption them manually. This is required for extracting rich and meaningful higher-level interpretations from images and videos. Current models often lack in-depth insights into these complex urban systems. Additionally, there is a need for a model that can interpret and explain images and videos effectively, leveraging a combination of machine learning and knowledge graph approaches. Therefore, in this paper, we developed the Digital Twin for the buildings and road network of the TEC (Tecnologico De Monterrey) district region and additionally developed the Knowledge Graph models for emulating security events with dense video captioning. This is done by designing an AI-based TEC District Digital Twin for emulating security events by leveraging knowledge graph. The proposed approach provides data and insights about the district’s operations and security. This initiative will help district planners and managers to make better decisions by analyzing the real-time data. This is supposed to contribute to increased effectiveness of district services, transparency, and an efficient infrastructure.

Implementing a challenge-based learning experience in a bioinstrumentation blended course

BackgroundBioinstrumentation is essential to biomedical engineering (BME) undergraduate education and professional practice. Several strategies have been suggested to provide BME students with hands-on experiences throughout the curriculum, promoting their preparedness to pursue careers in industry and academia while increasing their learning and engagement. This paper describes the implementation of challenge-based learning (CBL) in an undergraduate bioinstrumentation blended course over the COVID-19 pandemic.MethodsThe CBL experience was implemented in a third-year bioinstrumentation course from the BME program at Tecnologico de Monterrey. Thirty-nine students enrolled in two sections formed fourteen teams that tackled blended learning activities, including online communication, lab experiments, and in-person CBL activities. Regarding the latter, students were challenged to design, prototype, and test a respiratory or cardiac gating device for radiotherapy. An institutional student opinion survey was used to assess the success of our CBL implementation.ResultsStudent responses to the end-of-term survey showed that they strongly agreed that this course challenged them to learn new concepts and develop new skills. Furthermore, they rated the student-lecturer interaction very positively despite the blended format. Overall, students assessed their learning experience positively. However, implementing this CBL experience required a substantial time increase in planning, student tutoring, and constant communication between lecturers and the industry partner.ConclusionThis work provides an effective instance of CBL for BME education to improve students’ learning experience despite decreased resource efficiency. Our claim is supported by the student’s performance and the positive feedback from our industrial partner.

The new reality in digital teaching implies the inclusion of personalized digital education as an essential element for the future

Digital education has been growing worldwide in recent years. However, derived from the intensive use of hybrid and distance modalities during the pandemic and to capitalize on what has been learned, several questions arose: What should the digital education strategy in higher education institutions be? How can digital education enrich the teaching-learning process throughout the student’s journey? Derived from these questions, the need arises to understand the attributes of the hybrid and distance modalities that are more important for the students attending to two main differentiators: career or School and employment status. A survey instrument was adapted and applied to students from 26 Campuses of a Higher Education Institution, Tecnologico de Monterrey. Students were asked about their perception of 24 aspects of digital learning. In addition, they were asked to select which ones they considered most important and which ones they considered less important. A total of 2933 surveys were collected in 3 weeks. Analyses of correlation and descriptive statistics were applied to the learners’ tendencies. The results show that personalized learning is one of the most critical dimensions for students of the new generations.

Ocular Mucous Membrane Pemphigoid: The Effect of Risk Factors at Presentation on Treatment Outcomes

PurposeAnalyze the influence of risk factors at presentation in the long-term immunosuppressive therapy (IMT) outcomes of ocular mucous membrane pemphigoid (OMMP). DesignRetrospective multicenter study. ParticipantsOMMP patients seen at Duke Eye Center, Tecnologico de Monterrey, and Hospital Clinic of Barcelona from 1990–2022. MethodsData at presentation on demographics, direct immunofluorescence and ocular findings, extraocular sites of involvement (EOM) and prior treatments, in patients with a clinical and/or laboratory diagnosis of OMMP, were analyzed with multivariable analysis and Kaplan-Meier plots to identify factors associated with adverse outcomes. Main outcome measures(1) inflammatory control (no conjunctival inflammation in both eyes at three months on IMT); (2) relapse (new-onset inflammation after absolute control in either eye); (3) progression (≥1 cicatrizing stage progression in either eye); and (4) vision loss (>2 Snellen lines). Results117 patients (234 eyes), 61% (71/117) women, with a mean age of 66.6 (standard deviation (SD) 12.4, range: 37–97) years and a median follow-up of 34 (interquartile range Q1 16, Q3 66; range: 3–265) months. Inflammatory control was achieved in 57% (67/117) patients, with high-risk EOM (HR-EOM), including esophageal, nasopharyngeal, and/or genital [adjusted odds ratio (aOR) 12.51; 95% confidence interval (CI), 2.61–59.99; P=0.002] and corneal scarring (aOR 3.06; 95% CI, 1.15–8.14; P=0.025) as significant risk factors for persistent inflammation. Disease relapse, progression, and vision loss occurred in 20% (23/117), 12% (14/117), and 27% (32/117) of patients, respectively. Baseline corneal scarring was a risk factor for relapse [adjusted hazard ratio 4.14; 95% CI, 1.61–10.62; P=0.003], progression (aOR 11.46; 95% CI, 1.78–73.75; P=0.010), and vision loss (aOR 3.51; 95% CI, 1.35–9.10, P=0.010). HR-EOM was associated with stage progression (aOR 34.57; 95% CI, 6.57–181.89; P<0.001) and vision loss (aOR 8.42; 95% CI, 2.50–28.42, P=0.001). There were no significant differences between IMT regimes and relapse (P=0.169). ConclusionsOMMP presenting with HR-EOMs and corneal scarring has an increased risk of stage progression and vision loss. Corneal scarring and severe inflammation at baseline were associated with an increased risk of relapse. A disease progression staging system incorporating both the HR-EOMs and corneal involvement is required to predict the visual outcome of OMMP better.

Incorporating vertical collaboration to address sustainable development goals: the Monarch Route Project

Higher Education Institutions in their societal transformative role need to effectively integrate the UN‘s Sustainable Development Goals (SDGs) and the 2030 Agenda into their curricula. Our goal is to inspire and trigger the discussion in the academic community on learning environments for education for sustainable development. We report The Monarch Route (MRP), a project conducted at Tecnologico de Monterrey and awarded with the 2018 Premios Latinoamerica Verde. Engaging all the students enrolled in the different semesters of the Sustainable Development Engineering (SDE) program, it adopted a research-based learning methodology, which is highly flexible at setting the final deliverables and due dates. It also implemented horizontal (intraclass), vertical (interclass), and interdisciplinary (multiple courses) student collaboration. In partnership with a non-governmental organization, the MRP aimed to reverse the extinction threat to the monarch butterfly while benefiting rural communities along the butterfly’s migratory route. With an exploratory action research approach, we analyzed the data gathered 2 months after the end of the courses: A survey on the perceived learning outcomes (87% confidence level) and a letter for future classes sharing their experience on the MRP, both optional. The analysis included a mixed methodology, i.e., quantitative and qualitative, including text mining, which evidenced that the participants strengthened both, transverse competences (collaboration, citizenship, communication, and critical thinking) and disciplinary competences (subject matter). The MRP is innovative for its dynamic structure that resembles the interconnectedness of real professional practice, scientific research, and environmental conservation efforts. In addition to the disciplinary application and societal relevance, the instructional design of MRP reflects that contributing to 2030 Agenda requires a multi-faceted approach, involving educational institutions, community partnerships, and interdisciplinary collaboration. Traditional education no longer fulfills our needs to face environmental challenges; academics, institutions, and governments are encouraged to implement policies and strategies to educate for a sustainable and better future for humanity and the planet.

Priority Factors to Support the Adaptive Mentorship Model in Higher Education

In higher education, student mentors’ support significantly improves students’ confidence, satisfaction, and productivity and facilitates their personal and academic growth. This research aimed to determine the accompaniment factors that students at Tecnologico de Monterrey (Mexico) perceived as most significant to propose a mentoring model that adapts to each student by considering their progress in the academic program. To achieve this, we collected data from 1,686 students employing a Likert-scale assessment instrument whose reliability was proved by Cronbach’s alpha coefficient. The results indicated three factors that students identified as priorities of the student mentor’s work: their support in enriching their professional career (curriculum studied), their ability to solve problems related to student life, and their ability to listen and be emotionally available. The main development avenues of the student mentor were identified as knowing and connecting the university’s student life activities according to the individual’s interests, knowing the areas of development of the academic program, and having counseling skills.

Breaking Boundaries

Although the pandemic increased the adoption of non-education platforms for teaching, it brought challenges to online higher education. These challenges encompass fatigue from excessive use of video conferencing applications, frustration experienced by instructors when students keep their cameras off during online classes, low student engagement, and notable silence in response to questions or concerns. As digital education and online interaction continue to evolve, the concept of the metaverse has emerged as a potential solution to enhance engagement and collaboration within virtual spaces (Mistretta, 2022). The metaverse, as defined by the Acceleration Studies Foundation, represents the convergence of virtually enhanced physical reality and physical-persisted virtual space (Kye et al., 2021). It constitutes an interactive, three-dimensional virtual environment where individuals can interact with one another and digital entities, mirroring real-life interactions. The metaverse encompasses virtual worlds, online games, social networks, augmented and virtual reality experiences, and more. It blurs the line between the physical and digital realms, allowing for seamless and integrated experiences. Built upon the maturity of technologies such as virtual reality (VR), augmented reality (AR), big data, and blockchain, represents the future of education (Wu &amp; Gao, 2022, cited in George, E. 2023). Hybrid and flexible environments facilitate the integration of these technologies, overcoming physical limitations and enabling students to immerse themselves in a completely virtual environment. Within this environment, students can engage in creative activities that foster learning, critical thinking, collaborative work, socialization, and positively impact student motivation (Almaguer et al., 2021; Burnett et al., 2021; Zhang et al., 2022). Virbela is a virtual reality platform that recreates real-world settings, dynamics, and human interactions in virtual environments. Unlike video conferencing, digital collaboration tools, and online forums, Virbela provides the ability to replicate physical offices, events, or learning spaces while maintaining a sense of community and culture (Virbela, 2023). Tec Virtual Campus is a Tecnologico de Monterrey virtual world created using Virbela. Accessible through a desktop application, this platform offers students a digital space where they can access using customizable avatars and enjoy freedom of movement as if they were on the physical campus (Villanueva, A. 2022). This environment enables the presentation of projects, complete class sessions, participation in forums, organization of educational events, and various other activities, all within an interactive 100% virtual space that utilizes three-dimensional animations and voice-enabled avatars. In this context, we will provide examples of two educational activities implemented within the Virtual Campus for high-enrollment online courses encompassing over 100 students from diverse regions in Mexico. These courses span distinct disciplines: Engineering and Sciences, and Social Sciences and Government. These examples aim to demonstrate that regardless of the subject being studied or course characteristics, this immersive resource can be utilized to add value and innovation to virtual classrooms.

The mediating role of self-regulation between emotional intelligence and student performance in online global classroom-based collaborative international online learning (COIL): Empirical evidence from four partner universities of Latin America

The online global classroom of the Collaborative International Online Learning (COIL) initiative can be valuable for many local and international students who do not have the opportunity to participate in the worldwide in-person exchange programs due to the COVID-19 pandemic. This research focuses on determining the role of self-regulation in considering undergraduate engineering students' emotional intelligence and performance in online global classroom courses. The convenient data was collected through an online questionnaire that measures emotional intelligence, self-regulation, and student performance. It was applied to 144 students taking three different online courses from four international Latin American universities: (1) Tecnologico de Monterrey, Mexico, (2) Pontificia Universidad Católica Madre y Maestra, Dominican Republic, (3) DUOC, Pontificia Universidad Católica, Chile (4) San Sebastian University, Chile. Tecnologico de Monterrey designed and offered online global classroom courses to the students in these collaborating international universities. The online survey links were distributed during the last lecture of each online global classroom course through a convenient sampling method. Collected quantitative data were analyzed with the Jamovi statistical application. The statistically analyzed results of the mediation test affirmed that students' self-regulation partially mediated local and international students' emotional intelligence and academic performance. Furthermore, this research provides guidelines to both local and international professors in higher education institutions for promoting and implementing global classrooms in their existing educational settings. The aim is to help local and international students gain international experiences in COIL educational settings and guide them toward self-regulation of study and emotions for better academic performance.

Leadership in a Private Higher Education Institution in Mexico:

Leadership for the new digital era and the 4.0 industry comes with some challenges for organizations across the board; and, in the education field, for institutions and educators alike. Understanding the need to transform and innovate processes is necessary to offer high-quality programs to students and competitive opportunities to educators. In Higher Education (HE) institutions, it is of great urgency to assign and distribute such leadership skills and tasks to educators and students, to provide and ease specific tasks at hand, and to encourage collaborators in the development of leadership skills for the classroom and to promote lifelong leadership skills for students too. In Mexico, the HE system looks to include new ways to innovate, collaborate and even compete with other national and foreign institutions for the most qualified human capital. Tecnologico de Monterrey, a private institution, is not only one of the top-ranking universities in Mexico, but it also has a strong emphasis on leadership development for its students and collaborators. The case of Sonora Norte Campus is a successful one, its empowerment approach toward building, nurturing, and developing quality leaders. A qualitative study was conducted to identify the practices of the institution and the leadership practices in the institution's different schools. We conducted semi-structured interviews with leaders and collaborators which resulted in understanding the leadership dynamics on the campus, the different styles of leadership among its collaborators as well as some of the challenges they face. This study provides a look into the leadership in a private HE institution, and some of its successful practices. This study proves to be relevant for other heads of HE institutions in the world (and in other Tecnologico de Monterrey campuses nationwide) interested in adding and researching effective leadership practices to their agendas.

Investigating the Impact of Technostress on Perceived Hybrid Learning Environment and Academic Performance

For the betterment of society, education plays a significant role in helping human beings in both tangible and intangible manner. From time to time, various transformations came to the teaching and learning pedagogy. Moreover, it has been evaluated by respective available resources. During and post-COVID-19, we have seen a considerable inclination towards hybrid learning. So, as a researcher, we also need to evaluate whether it has been progressing well. The emergence of different waves of pandemics across the globe has forced higher education institutes to develop and implement new educational models and policies that help to improve the quality of education and learning. However, we also need to examine the impact of these new modalities. For this, Tecnologico de Monterrey, Mexico, has also implemented its novel hybrid educational model, ' HyFlex+Tec,' to continue and uplift academic activities. This model has proposed access to quality education during and post-pandemic crisis and offers the possibility of providing a more environmentally friendly educational model. This study aims to explore the role of technostress in the association between a hybrid learning environment and students' academic performance and to reflect on how this new mode of blended learning could promote 'green-based' learning in an era of climate emergency. For this, we deployed a Form-based online survey among students through the convenient sampling technique. In total, we received 94 registered responses. For statistical analysis of quantitative datasets, we used a free and open statistical application, i.e., Jamovi. After the regression-based examination, it has been noted that technostress fully mediates the relationship between the perceived hybrid learning environment and the academic performance of undergraduate students. The reason for the occurrence of technostress among students is the continuous change in modalities, where the adaptation of new digital tools (software and devices) in a short time affects academic performance, thereby causing a lack of participation in course activities. This research provides guidelines to the university and government policymakers to update or introduce new flexible degree programs (in-person and hybrid) to promote digital skills and the wellbeing of students.

Kuxtal: Student Motivation Through Megagames in Higher Education Design Students

Megagames are an engaging combination of different game resources. They involve role-play, social connection, simulations, rules, economics, politics, decision making among others that are merged into an immersive narrative, all of which are essential applications of experiential learning. They can last from one day up to one month, they are known to be collaborative and can be played by several players at the same time. In education, collaboration between individuals is an integral competence that has to be nurtured among the academic community. During the game dynamics, multiple experiences, events, and actions are activated that enhance curiosity and emotions among students which, in turn, impact their motivation in the learning process. Wicked problems are undetermined problems that are resistant to change, possess a social and cultural context, several stakeholders are involved and overall are complex to solve. In this paper we explore 1) the use of megagames as a component to motivate student-learning of Higher Education (HE) students of the fourth semester of a degree in Design at the Tecnologico de Monterrey institution, located in the northwestern region of Mexico in the State of Sonora. We also 2) analyzed if research and action was triggered among students through the megagame, Kuxtal. The megagame, aims to promote student-learning through understanding wicked problems: that all living beings face in regards to water: its scarcity, its pollution and its mismanagement. In this qualitative study, we used Jones (2021) user guide for assessing components of the MUSIC model of motivation to understand empowerment, usefulness, success, interest, and caring. With the incorporation of megagames in the classroom, educators were able to promote student motivation and students engaged in research methodology, all while adopting small world-changing actions in their everyday lives. This paper aims to promote the advantages of using megagames as an educational resource in Higher Education creative fields such as Design, Architecture and Communication.

ART THINKING THE FANZINE AS A LIBERATING AND CRITICAL DEVICE FOR LEARNING, CATHARSIS AND CULTURAL PRODUCTION.

Art Thinking is an opportunity to transform the way knowledge is built, remodel and shared inside and outside the classroom, is not about producing art, but about using the arts as a methodology. Art is a tool to acquire awareness, a form of thought, a meta-discipline (Camnitzer, 2014) and a playful psychomotor activity (Acaso, 2017). This path and deliberate decision requires tenacious, revolutionary teachers who, for a moment, believe that they can be artists. Today more than ever we need unconventional, open, experimental, playful, generous, even why not, psycho-magical strategies that stimulate in our students a genuine impulse to learn, think and act. In this paper (1) I analyzed how this pedagogical strategy impacts critical-creative thinking and motivation of Higher Education (HE) students in the institution Tecnologico de Monterrey in the northwestern region of Mexico (2) and how a playground (metaspace) and a (3) fanzine can work as a tool (hypothesis) to achieve this aims.

Unplugging for Student Success: Examining the Benefits of Disconnecting from Technology during COVID-19 Education for Emergency Planning

The COVID-19 outbreak revealed the fragility not only of our species but also of society, which has demonstrated its ability to adapt to challenging conditions and to learn from disasters. One of the most pressing issues during the pandemic was the delivery of education during lockdowns. Education in emergency was established using various communication media, hastening the digitalization of education. However, this also highlighted the impact on the mental health of students, who were already experiencing overuse of the internet and electronic devices prior to the pandemic. In response, Tecnologico de Monterrey, a private Mexican university that also offers high school programs, launched the “Unplugged Day” initiative, which encouraged students to disconnect from electronic devices and participate in physical, cultural, creative, or reflective activities. This study applied a voluntary survey to 1850 students from March to May 2021 on a weekly basis, with the aim of analyzing symptoms of insomnia, emotions, perceptions of online education, sources of stress, and the need for professional support to manage their emotions in relation to their participation in Unplugged Day activities. Our results, obtained through a quantitative methodology, confirmed the impact of the emergency, lockdown, and forced remote education on the mental health of students. Furthermore, the results revealed that the Unplugged Day initiative is a strategy that promoted students’ well-being during online education. The respondents also suggested strategies for promoting mental health and well-being of learners, whether in an emergency or not. These findings provide valuable information for governments and educational institutions to implement policies and strategies for planning education in emergency situations and for addressing the ongoing global problems of stress and mental health, which are related to the increasing use of electronic devices and the volatility, uncertainty, complexity, and ambiguity of global society. It is our responsibility to improve education so that it can play its role in preserving cultural heritage, overcoming adversity, rebuilding after catastrophes, and shaping a better future for generations to come.

An Exploratory Study Examining the Key Aspects and Actions for Universities to Achieve High Sustainability Rankings

Understanding the concept of sustainability and its implementation in specific actions is necessary for today’s societies, and part of this responsibility falls on Higher Education Institutions. How these institutions have tried to address this issue has been diverse. To standardize, homogenize, and validate these sustainable practices, a few years ago, the University of Indonesia Green Metric positioned itself as the internationally accepted ranking; however, other rankings have begun to emerge, such as the Times Higher Education Impact Ranking, which also addresses the search for compliance of the SDGs. For a novel or incipient university to establish the politics and actions to fulfill sustainability and SDGs or stay on track may represent a disorienting and challenging task, particularly when these rankings have different origins or criteria. So, this research aimed to review the top ten universities and their actions in the University of Indonesia Green Metric and Times Higher Education Impact Ranking, along with the organizational initiatives in education, to clarify the key measures and actions adopted by universities toward sustainability and their participation in the rankings, to pursue the SDGs related to social and environmental impacts in universities. Additionally, as a case study, we analyzed in detail the actions performed by the Tecnologico de Monterrey (located at the 274th and 100–200th places of the University of Indonesia Green Metric and the Times Higher Education Impact Ranking, respectively) and compared them with those of Top Ten Higher Education Institutions in both rankings. As a result, a summary guide of the actions is suggested to guide higher education institutions in adopting the required level of sustainability development indicated in the rankings.

Social Entrepreneurship and Complex Thinking: Validation of SEL4C Methodology for Scaling the Perception of Achieved Competency

This article aims to show the validated results of implementing a self-created methodology for developing the perceived achievement of social entrepreneurship competency and how this methodology is equally valid in developing the perceived achievement of complex thinking competency. Presenting a multivariate descriptive statistical analysis, this article offers the results of an educational intervention carried out on a sample group of students from a Mexican university before and after implementing the SEL4C (Social Entrepreneurship Learning for Complexity) methodology (developed by the Interdisciplinary Research Group IRG Reasoning for Complexity R4C at the Institute for the Future of Education IFE of the Tecnologico de Monterrey). It corroborates that the proposed methodology impacts the perceived achievement of social entrepreneurship competency and its sub-competencies and also manages to develop the perception of achievement of the complex thinking competency. This article contributes to the studies associated with the formation of competencies and the social entrepreneurship approach as a valid pedagogical tool for developing transversal skills.

Preface

The Quantum Fest is a biennial international conference on quantum phenomena, quantum control and geometry of quantum states, organized by the Center for Research and Advanced Studies (Cinvestav by its acronym in Spanish), Unidad Profesional Interdisciplinaria en Ingeniería y Tecnologías Avanzadas del Instituto Politécnico Nacional (UPIITA-IPN) and Tecnológico de Monterrey (ITESM), Mexico. The aim of this meeting is to bring together students and researchers who are engaged in the subjects of the festival, from both theoretical and experimental approaches, in order to enable a closer contact between them by means of lively discussions.The ninth edition of the Quantum Fest was virtually held from 25th-29th October 2021 and hosted by Tecnologico de Monterrey. The topics addressed in the talks and in the video-poster session comprised quantum entanglement, quantum optics, coherent states, quantum computing, non-Hermitian systems, and quantum mechanics education. The conference included two short courses, 7 plenary sessions talks and 13 contribution talks; all of them presented under invitation from the festival Organizing Committee. In addition, 20 works were exposed on the video-poster platform.The present volume of Journal of Physics: Conference Series includes the positively refereed manuscripts that were submitted by the participants of the conference.The Quantum Fest 2021 best video-poster award was granted to Julia Cen (Los Alamos National Laboratory) while the work of Gerardo Jiménez-Trejo (UPIITA, IPN) was worthy of the second prize.The conference would not have been possible without the valuable financial support of the sponsor institutions: Cinvestav, Instituto Politécnico Nacional, UPIITA-IPN, Tecnologico de Monterrey and Consejo Nacional de Ciencia y Tecnología (México) grant numbers A1-S- 24569 and CF2019-304307.Our thanks to Prof. Ricardo Ambrocio Ramírez Mendoza (Research Associate Dean), M. Sc. Rubén Darío Santiago (Science Department Regional Director), Dr. Samuel Antonio Rosas (Science Department Associate Director) and Prof. Julio César Gutiérrez Vega (Photonics and Quantum Systems Research Group Leader) for their support and interest in the development of the conference.The publication of this volume of Journal of Physics: Conference Series has been financially supported by Fondo de Apoyo para Publicaciones del Tecnologico de Monterrey.List of committees are available in this pdf.