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ORIGINAL RESEARCH article

Front. Educ.
Sec. Leadership in Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1392104
This article is part of the Research Topic Building the Future of Education Together: Innovation, Complexity, Sustainability, Interdisciplinary Research and Open Science View all 18 articles

MAICC Model: development of complex thinking through citizen science project evaluation

Provisionally accepted
Pamela Olivo Pamela Olivo 1Jorge Sanabria-Z Jorge Sanabria-Z 1*José M. Molina-Espinosa José M. Molina-Espinosa 2Lorena Quintero Lorena Quintero 1Davis Velarde-Camaqui Davis Velarde-Camaqui 1Lisset Abril Sánchez-Salgado Lisset Abril Sánchez-Salgado 1Miguel Gonzalez-Mendoza Miguel Gonzalez-Mendoza 1Adriana Breda Adriana Breda 3Luisa Morales-Maure Luisa Morales-Maure 4Inés Alvarez-Icaza Longoria Inés Alvarez-Icaza Longoria 1
  • 1 Monterrey Institute of Technology and Higher Education (ITESM), Monterrey, Mexico
  • 2 School of Engineering and Sciences, Monterrey Institute of Technology and Higher Education (ITESM), Monterrey, Nuevo León4, Mexico
  • 3 University of Barcelona, Barcelona, Catalonia, Spain
  • 4 University of Panama, Panama City, Panama

The final, formatted version of the article will be published soon.

    Mainstreaming Open Science within Education 5.0 is becoming central to addressing student competency gaps as traditional education systems struggle to keep up with technological advances. However, the slow adoption of this transformative approach in formal education systems hinders the full realization of student potential, requiring innovative strategies for its practical integration. This study proposes the MAICC Model, a practical and effective tool to foster complex thinking among higher education students by evaluating citizen science projects. The structure of the model included the pairing of Inquiry-Based Learning and Service Learning as pedagogical approaches that support the building of critical and reflective skills among students, allowing for deeper learning applied to real situations. To obtain an evaluative approach to the model, qualitative and quantitative analysis was carried out to assess student participation and the development of key competencies. The findings of the study were (a) the MAICC model promotes complex thinking in higher education students (b) the evaluation of citizen science projects improves students' critical thinking, and (c) the MAICC model is distinctive for its emphasis on citizen science and educational technology. The discussion highlights the significant contribution of citizen science in education, suggesting that future research could explore its implementation in a broader range of disciplines and settings to better understand its impact and potential in 21st-century competency formation.

    Keywords: citizen science1, Open Science2, complex thinking3, Higher Education4, sustainable development5, educational innovation6

    Received: 26 Feb 2024; Accepted: 12 Aug 2024.

    Copyright: © 2024 Olivo, Sanabria-Z, Molina-Espinosa, Quintero, Velarde-Camaqui, Sánchez-Salgado, Gonzalez-Mendoza, Breda, Morales-Maure and Alvarez-Icaza Longoria. 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: Jorge Sanabria-Z, Monterrey Institute of Technology and Higher Education (ITESM), Monterrey, 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.