Systems thinking is not a static concept, but rather a dynamic and evolving paradigm that continually adapts to the challenges of its time, becoming more refined and applicable in different areas, such as education. The main objective of the study is to identify the relationship between academic performance and the pedagogical strategies used to promote systems thinking in undergraduate and graduate students in STEM disciplines (science, technology, engineering, and mathematics). The method used is quantitative research with a non-experimental cross-sectional design. For data collection, a 25-item Likert scale called “STEM Pedagogical Strategies” was used, with an overall Cronbach’s alpha coefficient of α = 0.985. The instrument measures students’ perceptions of the application of five key strategies: problem-based learning, thinking routines, system maps and visual diagrams, design thinking, and system dynamics. The sample consisted of 350 undergraduate and graduate students in STEM fields. The main results show that there is a significant correlation between students’ academic performance and the pedagogical strategies of thinking routines and design thinking. Likewise, the skills developed through systems thinking, as shown in the available literature, would be the basis for fostering collaboration, complex problem solving, and students’ ability to become “systems”.

Given current educational trends, it is necessary to move beyond fragmented curricular approaches and promote competencies for understanding interrelationships, feedback loops, complex sociotechnical problems, technical communication, and decision-making. These capabilities must be incorporated across the curriculum through learning outcomes, projects, simulations, authentic assessment, and interdisciplinary integration. This exploratory quantitative curriculum document analysis examined 15 official course syllabi from the first educational cycle of a nationally standardized Mechatronics Engineering curriculum implemented across 130 institutions within the Mexican Technological and Polytechnic Universities subsystem. Each syllabus constituted one documentary unit of analysis (n = 15) and was coded using a 13-item ordinal rubric covering six curricular dimensions. The rubric provided initial evidence of content validity (CVI = 0.92) and sample-specific internal reliability (α = 0.888). Systemic Strategies, Interdisciplinarity, and Assessment showed strong positive associations (ρ = 0.822–0.901). Exploratory factor analysis produced a preliminary one-factor solution that accounted for 53.40% of the variance, whereas the exploratory regression showed that Systemic Strategies was the largest conditional correlate of Assessment. Given the sample size, these findings should not be interpreted as confirmation of a stable measurement structure or predictive structural model. The results highlight preliminary patterns within the intended curriculum and identify opportunities to strengthen the documented integration of communicative literacy, complex assessment, and curricular progression. Larger independent document sets and evidence from enacted and attained curricula are needed.

This study explores how the metaverse is redefining entrepreneurship and strategic management in contemporary business environments. Through a meta-analytical approach, academic research and case studies are analyzed that highlight the convergence between emerging technologies, such as virtual reality, artificial intelligence and blockchain, with organizational dynamics oriented towards innovation and co-creation of value. The results reveal that the metaverse not only facilitates new business models, but also drives cultural, organizational and communicative transformations, configuring an ecosystem where the active participation of the user becomes a strategic resource. Key challenges related to cybersecurity, regulation and digital inclusion are identified, highlighting the need for ethical and sustainable frameworks. This virtual environment is thus consolidated as a key platform for rethinking competitiveness strategies in the digital age.

This chapter examines how Artificial Intelligence (AI) can operationalize emerging human centered innovation, sustainability, and digital transformation priorities associated with ISO 9001:2026 in the domain of Human Resource Management (HRM). Building on human AI complementarity, the chapter synthesizes recent literature to explain how predictive analytics, machine learning, chatbots, large language models (LLMs), and HR dashboards can strengthen evidence-based decision-making across core HR processes, recruitment, training, performance evaluation, and engagement, while reinforcing the ISO continuous improvement cycle (Plan, Do, Check, Act). A conceptual AI ISO integration framework is proposed by mapping AI enabled HR tools to ISO 9001:2026 relevant clauses (e.g., leadership, competence, performance evaluation, and improvement), showing how AI can support organizational learning, transparency, adaptability, and a measurable quality culture.

Some researchers in mathematics education have studied the decisions professors make during classroom context activities. These decisions are explained by several factors: 1) how professors conceive the structure of mathematics; 2) what they know about the mathematical content; and, 3) what they consider the best didactic strategies to improve students' learning. Based on these studies, this article explores how two professors’ decisions, made beyond classroom contexts, influence their teaching practice. Two professors, who were teaching the same probability course, participated in this study. We apply Wenger’s theory of Communities of Practice to analyze such influence in terms of the way these professors participated in, and reified, their out-of-classroom decisions. This study allowed us to perceive that decisions taken at faculty meetings are not always relevant to students’ understanding of concepts, however, it did not enlighten us as to the process that led the professors to make their decisions.

This article discusses the results of the evaluation of graduates' competencies from the UPZ academic programs, taking into account the opinions and perceptions of employers or companies. The present research reviews the literature on the concept of competency and its dimensions, establishes study variables, describes the methodology used, and presents the results through statistical techniques such as Spearman's Rho, Mann-Whitney U, and KolmogorovSmirnov tests. Together, these techniques allow for an understanding of the achieved results and contribute to the improvement of educational quality.