Complex thinking is an important tool for effective decision-making, as it helps people to better understand uncertain situations by considering the multiple variables and relationships involved in a situation, thus being able to identify patterns and connections that would not otherwise be evident. This article presents the results of a bibliometric study to identify academic publications that consider the correlation between decision-making in the business area and complex thinking competency and its sub-competencies. The intention was to have a theoretical horizon that provides a complete overview of the current academic situation regarding the correlation of both professional skills to identify areas of opportunity for new studies. Methodologically, we conducted a literature review using Scopus and Web of Science databases under the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) protocol from which a sample of 339 articles related to both topics was obtained. R, Rstudio, and Bibliometrix were used for the quantitative analysis of the data. The results showed an academic tendency to associate decision-making in business with critical thinking, paying little attention to the other sub-competencies of complex thinking. Furthermore, we found a concentration of research in specific universities and countries, repeating a tendency to study only a few sub-competencies. Overall, this work sheds light on the broad opportunity to link the complex thinking macro-competency with decision-making in business, to provide more extraordinary skills and tools to future professionals.

The demand for practical, engaging, and enjoyable learning experiences has led to a shift in student preferences. Students now seek active learning approaches that prioritize their involvement and utilize technology. In response to this demand, simulators and serious games have emerged as effective strategies in education. Serious games offer numerous benefits, including the promotion of critical thinking, creativity, problem-solving skills, and improved knowledge retention. However, it is crucial to ensure that serious games are well-designed to maintain their appeal and playful nature. Inadequate requirements definition during the initial stages of development can lead to issues in game design. This article emphasizes the importance of establishing clear requirements and objectives in the creation of serious games for educational purposes. By doing so, effective serious games can be developed that meet the needs of students and align with educational goals. This systematic approach to game development ensures that the games are engaging, effective, and conducive to learning.

Introduction: This study explores the transformative impact of Industry 4.0 on industrial operations, emphasizing the integration of advanced technologies like AI, IoT, and Big Data Analytics to enhance process optimization, automation, and connectivity. Despite its potential for efficiency, Industry 4.0 introduces significant complexities, challenging existing operational and decision-making frameworks. Addressing these challenges, the research investigates the role of simulation platforms in logistics, seeking to identify their critical attributes for effective complexity management. It highlights the need for innovative tools in system evaluation, performance measurement, and skill development, aiming to equip the workforce with essential Industry 4.0 competencies. Through qualitative insights from logistics experts, the study aims to offer practical recommendations for educators and industry professionals, contributing to the design and implementation of educational simulations that align with the intricate demands of Industry 4.0 logistics.Methods: This study employs a qualitative content analysis approach to develop an Industry 4.0-adapted logistics simulator, leveraging the Asteraceae framework for digital game co-design and pedagogical reflection. Data were collected from six industry and academia experts through semi-structured interviews, designed around the framework’s key steps to explore simulator design, decision-making, impact, and skill development. Utilizing convenience sampling, the research engaged participants with experience in educational logistics platforms and simulators. Interviews were conducted online, with ethical considerations including informed consent. Transcription used OpenAI’s API for accuracy, followed by manual review. The analysis combined qualitative content with frequency analysis, employing Atlas.ti software to identify and code key simulation features as informed by expert insights. This methodology underscores a comprehensive approach to understanding and innovating logistics education for Industry 4.0, aiming to equip learners with necessary competencies through targeted simulation tools.Results: The study’s findings emphasize the critical role of simulation tools in Industry 4.0 logistics for risk mitigation, operational planning, and decision-making. Experts pointed out the significant benefits of simulations in providing safe spaces for experimentation, especially valuable for SMEs with limited access to advanced technologies. They advocated for simulators to incorporate current technological and e-commerce trends, suggesting a customizable business model based on diverse logistics requirements. Key insights included the necessity for adaptable simulation architectures to handle various operational variables, the importance of integrating multidisciplinary competencies like data analytics and strategic management, and the role of performance metrics in evaluating simulations and logistics operations. The analysis revealed essential features for an educational logistics simulator, highlighting the importance of operational knowledge, predictive analytics, and the need for a comprehensive tool that integrates technology, strategy, operations, and data analysis. This approach aims to equip users with the skills necessary for navigating the complexities of modern logistics, promoting a deep understanding of systems thinking and complex reasoning skills.Discussion: The discussion centers on the essential requirement for a multidisciplinary approach in creating an educational logistics simulator for Industry 4.0, emphasizing the need for technological adaptability and operational efficiency. It highlights the importance of integrating advanced technologies and collaborative paradigms to enhance logistics operations and improve decision-making processes. The utility of simulation-based learning as a pedagogical tool is acknowledged, with an emphasis on its role in developing complex thinking and practical skills relevant to the digital transformation of the logistics sector. The discussion suggests that educational simulations are poised to play a pivotal role in preparing the workforce for Industry 4.0 challenges by bridging technological advancements and pedagogical strategies. However, it also points to the limitations of the current study, such as its sampling method and regional focus, and calls for future research to explore broader applications and the integration of comprehensive strategies to ensure the educational simulator’s effectiveness and relevance in a global context.

Introduction: Disruptive uncertain events often necessitate universities to abruptly shift from face-to-face to remote online learning, posing challenges to instructional quality and learning outcomes. Remote online instruction may lack social interaction, educational resources, and practical activities, hindering effective learning.Methods: This study presents an experiential learning framework designed to foster active learning experiences amidst disruptive uncertain events. The framework incorporates such events as study situations to enhance student motivation and engagement. A methodology for designing learning experiences is proposed, with a focus on incorporating real-world disruptions into educational settings.Results: A case study is presented, detailing the implementation of the framework in supply chain management and logistics education at a private university in Bolivia, amidst the COVID-19 pandemic. Results indicate that the novel learning experience positively impacted student motivation and engagement, facilitating the achievement of learning outcomes.Discussion: The initial implementation suggests that the novel learning experience positively impacted student motivation and engagement while achieving their intended learning outcomes. However, further instances of utilizing the proposed framework are necessary to ascertain its generalizability and effectiveness across diverse contexts and situations. Identifying similarities or invariances will help validate the applicability of this approach in different educational settings affected by disruptive uncertain events.

This study investigates the impact of game-based learning (GBL), an increasingly popular educational approach, on the development of self-directed learning (SDL) skills in complex scenarios, particularly in undergraduate logistics education. A key component of the three year study is LOST (Logistics Education Simulator), a serious game platform, deployed in an undergraduate engineering course in Mexico. An extensive literature review was carried out using Scopus to examine recent works published between 2019 and 2024, providing a state-of-the-art overview of the field. Subsequently, a survey based on the scale created by Fisher, King, and Tague (2001), known for its extensively evaluated internal consistency, revealed five distinct factors of self-directed learning. The findings underscore that the LOST platform significantly enhances self-directed learning, promoting the development of Self-management Skills, Openness to Learning Opportunities, Initiative and Independence in Learning, Self-concept as an Effective Learner, and Love of Learning. The students demonstrated a significant increase in their perception of these skills over the course of the study, highlighting the effectiveness of GBL in promoting such learning skills. These findings highlight the multidimensional nature of learning skills that can be fostered through GBL. The study concludes by discussing the vital role of GBL in complex scenarios, particularly in enhancing the development of self-directed learning skills in undergraduate logistics education.