The final, formatted version of the article will be published soon.
ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Learning Innovations
Volume 9 - 2024 |
doi: 10.3389/feduc.2024.1377553
This article is part of the Research Topic Artificial intelligence (AI) in the complexity of the present and future of education: research and applications View all 7 articles
Complex Thinking and adopting Artificial Intelligence tools: A study of University Students
Provisionally accepted- 1 Monterrey Institute of Technology and Higher Education (ITESM), Monterrey, Nuevo León4, Mexico
- 2 University of La Laguna, San Cristóbal de La Laguna, Spain
In the next five years, artificial intelligence (AI) tools are expected to become commonplace in people's lives, especially in their work processes. Therefore, educational institutions feel intrinsically responsible for ensuring that their students acquire and develop competences associated with the appropriate use of this technology in their educational programs. However, what are the perceptions of students regarding the inclusion of artificial intelligence tools in their educational process and future careers, and what competencies can influence a greater adoption of this technology in the classroom? The objective of this article presents the results of an exploratory study in a sample population of students from a technological university in Mexico, in which their perception and openness towards the training and use of artificial intelligence tools for their professions was examined. Their perception of the development of complex thinking and its sub-competencies was evaluated, recognizing that complex thinking is a valuable cognitive skill to face changes in uncertain environments. The methodology of the study consisted of a multivariate descriptive statistical analysis using R software. The results determined a positive correlation between students' perceived improvement in the achievement of complex thinking competence and their perception of the use of AI tools. In conclusion, participants perceived the use of these tools as a feature of their profession, although they questioned whether this knowledge is included in their professional training. This article presents several findings that offer ample opportunities for future research.
Keywords: Professional Education, Educational innovation, life-long learning, complex thinking, artificial intelligence, higher education
Received: 27 Jan 2024; Accepted: 30 Aug 2024.
Copyright: © 2024 Vazquez-Parra, González González, Amézquita- Zamora, Cotino Arbelo, Palomino-Gámez and Cruz-Sandoval. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Marco Cruz-Sandoval, Monterrey Institute of Technology and Higher Education (ITESM), Monterrey, 64849, Nuevo León4, Mexico
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.