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

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, extracting 39 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.

Applied Research Paradigms

This chapter discusses the research paradigms underpinning this study––i.e. dialectical pluralism (DP) (mixed methods research) and a complex thinking perspective. The chapter also explains the researcher’s scientific and personal paradigm biases and details some strategies utilised for objective data treatment.

Countertransference Madness: Supervision, Trans∗, and the Sexual

Drawing on Ferenczi's “confusion of tongues” paradigm, the author argues that the internalization of the supervisor's superego has the potential not only to expand the supervisee's ego (introjection), but also to repress their idiosyncratic functions and attack their thinking activity (intropression). To illustrate this argument, the author recounts his own supervised treatment of a transgender patient during which the supervisor-supervisee transference lapsed into a sadomasochistic dialectic and a folie à deux, leading to the premature termination of both the therapy and the supervision. While the initial interpretation of this experience underscored the supervisor's transphobia, the après-coup of writing up the case has revealed more complex thinking. Accordingly, the countertransference madness to which the author succumbed with his supervisor can now be understood as the unbinding of repressed infantile sexuality and the reenactment of paradoxical scenarios that the patient experienced with his parents.

Penggunaan Gaya Berfikir Dan Kemahiran Berfikir Aras Tinggi Bagi Menyelesaikan Masalah Dalam Penghasilan Produk: Analisis Keperluan

Penyelesaian masalah merupakan kaedah yang praktis yang bertujuan untuk menjana idea yang bernas untuk membentuk beberapa penyelesaian yang lebih paktikal dan efektif. Penghasilan idea dalam penghasilan produk memerlukan pemikiran yang kompleks iaitu kemahiran berfikir aras tinggi (KBAT). Tujuan kajian ini adalah untuk menganalisis keperluan gaya berfikir dan KBAT bagi menyelesaikan masalah dalam penghasilan produk dalam kalangan pelajar. Reka bentuk kajian ini berbentuk deskriptif dengan pendekatan kuantitatif. Seramai 320 orang pelajar bidang Diploma Kejuruteraan Awam di Politeknik Sultan Abdul Halim Muad’zam Shah telah dipilih secara rawak sebagai sample kajian. Satu set soal selidik yang dibangunkan telah digunakan sebagai instrumen kajian. Data dianalisis menggunakan perisian SPSS dan dibentangkan dalam bentuk min, frekuensi dan peratusan. Kajian menunjukkan bahawa sebanyak 90.9% pelajar menghadapi masalah semasa menyelesaikan tugasan berbentuk menyelesaikan masalah dalam penghasilan produk. Masalah yang paling banyak dihadapi semasa menyelesaikan masalah adalah menggunakan minda untuk mencari makna dan penyelesaian terhadap keraguan atau masalah yang timbul. Manakala, masalah yang paling banyak dihadapi semasa menyelesaikan tugasan dalam penghasilan produk adalah mencari idea untuk membangunkan sesuatu produk. Faktor-faktor kesukaran menyelesaikan masalah dalam penghasilan produk adalah tidak mempunyai kemahiran khusus, tidak mempunyai pengetahuan mengenai kemahiran khusus dan tidak mempunyai latihan khusus. Akibatnya, pelajar mengalami kesukaran menyelesaikan masalah dalam penghasilan produk. Namun begitu, 95.6% pelajar berpendapat bahawa mereka memerlukan ilmu gaya berfikir dan KBAT yang memberikan penerangan mengenai langkah kerja secara lengkap bagi menyelesaikan masalah dalam penghasilan produk. Dapatan ini memberi implikasi kepada pelajar untuk memperoleh dan meningkatkan Gaya Berfikir dan KBAT bagi menyelesaikan masalah dalam penghasilan produk. Abstract Problem solving is a practical method that aims to generate ideas to form some more pactical and effective solutions. The production of ideas in the production of products requires complex thinking that is higher order thinking skills (HOTS). The purpose of this study is to analyze the need for thinking style and HOTS to solve problems in product production among students. The design of this study is descriptive with a quantitative approach. A total of 320 students in the field of Diploma in Civil Engineering at Sultan Abdul Halim Muad’zam Shah Polytechnic were randomly selected as the study sample. A set of questionnaires was developed as a research instrument. Data were analyzed using SPSS software and presented in the form of mean, frequency and percentage. Studies show that 90.9% of students face problems while solving tasks in the form of problem solving in product production. The most common problem when solving a problem is using the mind to find the meaning and solution to the doubts or problems that arise. Meanwhile, the most common problem faced when completing tasks in product production is finding ideas to develop a product. Factors of difficulty solving problems in product production are lack of specialized skills, lack of knowledge of specialized skills and lack of specialized training. As a result, students have difficulty solving problems in product production. However, 95.6% of students think that they need knowledge of thinking style and HOTS that provide a complete description of work steps to solve problems in product production. These findings have implications for students to acquire and improve Thinking Style and HOTS to solve problems in product production.

The Urgency of Life-Long Learning for Students in Biology Learning

Education is a need for every child to have insight and hope for goals because basics education is helpful until the end of life. The existence of life-long learning indicators is very relevant to be applied by students in learning biology. These indicators include complex thinking, information processing, effective communication, collaboration/cooperation, and thinking habits. This study aims to determine the urgency of providing life-long learning for students in biology learning. The research method uses qualitative methods, the research instrument used in this study is a questionnaire. The results showed that the student's response was in the high category with a percentage of 60%, which means that students already understand the concept of life-long learning but have not applied it in their daily lives. 60.9% of students responded that life-long learning had not been implemented in biology learning at school and agreed if it was applied in biology learning. Therefore, the provision of life-long learning for students in biology learning is considered very important to apply.

Digital skills and complex thinking in engineering students of a particular university in Lima in times of pandemic

This article focuses on the relationship of digital skills and complex thinking in engineering students from a private university in Lima, Peru. A non-experimental, descriptive, correlational, cross-sectional quantitative study was carried out. The sample consisted of 175 engineering students who were administered the questionnaires developed in Google Forms for digital skills and the complex XXI scale to measure complex thinking with reliability values of .965 and .941 respectively for the alpha of Cronbach. The descriptive results showed that 48% of the respondents were found at the medium level of digital skills and that in the case of complex thinking there was a significant tie between the medium and high levels (approximately 41%). It was concluded that there was a strong and positive correlation between digital skills and complex thinking (Pearson's correlation = .759). In addition, four dimensions of digital literacy were evaluated (information management, communication management, wearable technology management and organizational aspects) which showed a positive and moderate relationship with complex thinking.

Pedagogical Mediation and Complexity. A Perspective on the Training of Economists

This research seeks to design a pedagogical strategies proposal for the economic sciences learning at a Faculty of Economics in Colombia; Methods: derived from complex thinking has three phases: resonance, bio-learning-relationality and holographic phase. These involve the following examples of pedagogical mediation: flipped classroom, gamification, socio-pedagogical cartography, virtual learning objects and Feeling methodology with the pillars of bio-pedagogy, knowledge construction, critical thinking and social transformation; the research shows the achievement of learning objectives in economics in line with the bio-pedagogical vision, using the proposed pedagogical mediation; Linking pedagogical innovations based on biopedagogy, allows improving the academic objectives proposed for the training of economists.