Academic performance as a driver for the development of reasoning for complexity and digital transformation competencies
Bibliographic Data
| ID | 22166887 |
|---|---|
| Authors | José Martín Molina Espinosa (0000-0002-4118-6951, Institute for the Future, corresponding author), Paloma Suárez-Brito (0000-0002-7169-6215, Institute for the Future), Benjamín Gutiérrez-Padilla (Tecnológico de Monterrey), Edgar Omar López-Caudana (0000-0002-1216-4219, Institute for the Future), Miguel González-Mendoza (0000-0001-6451-9109, Institute for the Future) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1426183 |
| OpenAlex | W4403991155 |
| Language | EN |
| References cited | 30 |
This study analyzed the relationship between academic performance and the development of transversal competencies of reasoning for complexity and digital transformation in higher education students. The Tec21 educational model of the Tecnológico de Monterrey was used as a framework for analysis. Data from 33,319 students were analyzed following a CRISP-DM methodology, first an exploratory analysis was performed on the data to recognize and understand the presence of competencies in the educational model. Machine Learning methodologies, including Random Forest and XGBoost, were then employed to identify the most influential curricular and co-curricular variables in the acquisition of studied competencies. The results revealed a significant correlation between academic performance and the acquisition of the competencies, highlighting that high grades are consistently associated with success in developing these competencies. This study extends the understanding of how competency-focused educational interventions can facilitate professional and personal development in a labor market that demands advanced skills and adaptability. The discussion focuses on the implications of these findings for formulating educational policies and pedagogical practices that prioritize both academic achievement and the comprehensive development of essential 21st-century competencies. From a broader perspective, our work is framed in the achievement of Sustainable Development Goal 4 Quality Education and is oriented to identify variables that boost the acquisition of 21st Century Skills in higher education contexts
Digital transformation · World Wide Web · Computer Science · Knowledge Management in Higher Education
Components of Education 4.0 in 21st Century Skills Frameworks
Data Structures for Statistical Computing in Python
The core components of education 4.0 in higher education
Educational model transition
The Metaverse and complex thinking
How Higher Education Institutions Are Driving to Digital Transformation
From dual digitalization to digital learning space
| Highly cited | No |
|---|