Open and Inclusive Technologies in the Complexity of the Future of
Education: Designing a Research-Based Model
Tecnologías abiertas e inclusivas en
la complejidad del futuro de la educación: diseño de modelo basado en
investigación
Dra. María Soledad
Ramírez-Montoya. Profesora
investigadora.Tecnologico de Monterrey. México
Dra. Inés
Álvarez-Icaza. Profesora
a tiempo completo. Tecnologico de Monterrey. México
Dra. Joanne Weber. Profesora
asistente. University
of Alberta. Canadá
Dr. Fidel Antonio
Guadalupe Casillas-Muñoz. Profesor investigador. Tecnologico de
Monterrey. México
Recibido:
2024/01/30 Revisado 2024/02/15 Aceptado: :2024/07/02 Online First: 2024/07/18 Publicado: 2024/09/01
Cómo citar este artículo:
Ramírez-Montoya, M. S., Alvarez-Icaza,
I., Weber, J., & Casillas-Muñoz, F. A. G. (2024). Tecnologías abiertas e
inclusivas en la complejidad del futuro de la educación: diseño de modelo
basado en investigación [Open and Inclusive Technologies in the
Complexity of the Future of Education:
Designing a Research-Based Model]. Pixel-Bit. Revista De Medios Y Educación, 71,
123–139. https://doi.org/10.12795/pixelbit.103582
ABSTRACT
Changing environments pose
challenges for education and, in particular, for the educational inclusion of
people with hearing and visual impairments. How can open education and digital
and flexible technologies provide avenues for inclusion in the context of
complexity? The aim of the study was to analyse possibilities for open education and technologies
by identifying current practices, challenges and possibilities, with a view to
proposing an inclusive and open model in the framework of complexity for the
future of education. The method was research-based design, where questionnaires
were administered to 390 participants in the context of an open and inclusive
education programme. The data analysis accounts for
(a) current practices such as e-books, training courses and sign language; (b)
identification of the challenges of quality open educational resources (OER),
policies to support inclusion and diversity, and OER sustainability models, to
develop accessible and open digital materials; and (c) the components of an
open educational model for inclusion that considers strategic elements for the
future of education and emerging and innovative technologies. The study is
intended to be of value to teachers, trainers, developers, decision-makers,
interested in new possibilities for open and inclusive education.
RESUMEN
Los entornos cambiantes plantean retos para la
formación y, de manera muy especial, para la inclusión educativa de personas
con dificultades auditivas y visuales. ¿De qué forma la educación abierta y las
tecnologías digitales y flexibles pueden aportar vías para inclusión en el
marco de la complejidad? El objetivo del estudio fue analizar
posibilidades de educación abierta y tecnologías, por medio de identificar
prácticas actuales, retos y posibilidades, con miras a proponer un modelo
inclusivo y abierto en el marco de la complejidad para el futuro de la
educación. El método fue diseño basado en investigación, donde se aplicaron
cuestionarios a 390 participantes en el contexto de un programa de educación
abierta e inclusiva. El análisis de datos dan cuenta de (a) prácticas actuales
como libros electrónicos, cursos formativos y lenguaje de señas; (b)
identificación de los retos de recursos educativos abiertos (REA) de calidad,
políticas de apoyo a la inclusión y diversidad, y modelos de sostenibilidad de los REA, para
desarrollar materiales digitales accesibles y abiertos, y (c) los componentes
de un modelo educativo abierto para la inclusión que contempla elementos
estratégicos para el futuro de la educación y tecnologías emergentes e
innovadoras. El estudio pretende ser de valor para profesores, formadores,
desarrolladores, tomadores de decisiones, interesados en nuevas posibilidades
para la educación abierta e inclusiva.
PALABRAS CLAVES· KEYWORDS
Complex thinking, educational
innovation, higher education, open education, inclusion
Pensamiento complejo, innovación educativa, educación
superior, educación abierta, inclusión
1. Introduction
1.1 Inclusion and Complexity
of the Future of Education
The socio-technical transformations shaping the
third decade of this millennium challenge us like never before regarding the
speed necessary for the adaptation and adequacy of our training, work, and
development. These transformations also involve the digitalization of
organizations and, in the educational environment, the evolution of components
and systems, all with profound implications for learning communities
(Ramírez-Montoya et al., 2022). The growth desired from these transformations,
linked substantially to sustainable development, comes from universities and
the higher education ecosystem through the skills and competencies developed in
students that allow them to respond adequately to the needs of society as a
whole (Suárez-Brito et al., 2022). Given the demands of the contemporary world,
it is essential to train transversal competencies that allow new professionals
(Cruz-Sandoval et al., 2023) to resolve complex problems through feasible and
viable solutions in diverse contexts. From this perspective, the competency of
complex thinking emerges as indispensable.
Aligned with the priorities of sustainable
development, the training of professionals to face these challenges must be
inclusive and accessible, serving vulnerable populations with the commitment to
close the digital divide. Accordingly, some authors, such as Beltrán et al.
(2019), recommend the development of teacher updating and training programs
that promote the implementation of technologies to improve the digital skills
of all members of the educational community. Similarly, some recommendations from
UNESCO (2021) point to the unwavering commitment of organizations and
governments to developing strategic initiatives and plans that open up new
possibilities to connect and support educators and coalitions that share that
commitment. In this way, future education, especially after the COVID-19
pandemic, shapes up with three main characteristics: (1) a growing demand for
global problem solvers, (2) changes in the skills needed for the job, and (3) a
shift towards a lifelong learning mindset (Kuykendall, 2022). Therefore, to
attend to inclusive education in the context of complexity, the use of
technologies and digitalization is essential for scaling skills.
1.2 Open Education with
Inclusive Technologies
Technology significantly impacts open education;
however, technological applications have not kept up with the pace of new
developments related to caring for people with disabilities. Consequently, a
plan to provide recommendations for these technologies is urgent. Global and
regional bodies are already making efforts to issue recommendations for
inclusion and to make these resources freely available to all (Global Education Monitoring Report, 2020:
Inclusion and education: all means all -
UNESCO Digital Library, 2020). In education, a wide range of available
technologies not yet explored could update inclusive frameworks (e.g.,
technologies with applications such as the Internet of Things, commonly known
as IoT) (Moraiti et al., 2022). In general, advances that incorporate
artificial intelligence are also available today, such as textbooks, journal
articles in EPUB format, assistive technologies for listening to text aloud,
voice search engines, virtual reality, metaverse environments, smart glasses,
indoor navigation, smartphones with braille patterns, and robots (Fichten et
al., 2022). Some web-based tools provide content for students with hearing
impairments, for example, helping with signing and synchronized text-based
instructions (Joy et al., 2022). Generally, an effective inclusive education
with unique guidelines and personalized inclusion activities, supported by all
these technologies, will advance universal equality in education.
The spectrum of special conditions for learning is
broad. In this sense, inclusion activities must be comprehensive and include as
many special abilities as possible. Previous technological approaches will not
be possible if the quality of life of people who need special support or
resources appropriate to their disability circumstances is not considered,
i.e., treatments more personalized to their disability needs should be
considered (Ramírez-Montoya et al., 2021). Once a more standardized design has defined
the characteristics of these technologies, their optimization will be another
challenge. The literature says that new AI tools will innovate assistive
technology algorithms to reduce the risk associated with their use and improve
the lives of people with special conditions (Trewin et al., 2019). Finally, it
is imperative to include in the pool of personalized resources for this open
education the requirement for specialized teacher training and the improvement
in the infrastructure designated for this great purpose (Ramírez Montoya et
al., 2022). All these aspects will contribute to the equality, protection, and
justice for people with special needs.
1.3 Objectives and Questions
The study's objective was to analyze the potential of
open education and technologies by identifying current practices, challenges,
and possibilities to propose an inclusive and open model within the framework
of complexity in future education.
Specific objectives:
1. Recognize current practices in open education that
address both visual and auditory learning needs.
2. Analyze the challenges related to creating digital
materials that are accessible and open to individuals who are deaf or hard of
hearing.
3. Suggest the elements of an inclusive and open
educational model that contributes to facing the complexity of future
education.
To this end, we propose the following questions:
1. What are the current
open education practices in institutions to meet the needs of visual and
auditory learning related to open resources and technologies?
2. What challenges are
faced when developing accessible and open digital materials for deaf and
hard-of-hearing people?
3. What components
must an inclusive, open educational model have to be able to address complexity
in future education?
2. Methodology
The method was research-based design (RBD). RBD
requires information analysis, ideation processes (Edelson, 2002), and previous
experience integrating it into open education. Thammetar and Khlaisang (2019)
presented RBD designing a strategic plan for open education through
technologies in higher education institutions. With this direction, the RBD
provides a basis for devising new solutions.
Within the framework of an open and inclusive
education training program, which was the object of study in this research, we
integrated data collection techniques, made measurements, and analyzed data,
looking for lights to delineate the components of a model. The study's
objective was to analyze the potential of open education and technologies by
identifying current practices, challenges, and possibilities to propose an
inclusive and open model within the framework of complexity in future education.
In particular, questionnaires were applied to 390 participants in the context
of the open and inclusive education program, distributed in two webinars. 207
people participated in the first webinar, and 183 in the second.
The study was developed in three key moments of
research-based design (RBD):
·
Categories and
Data Collection:
·
Current Practices: Exploration of open education
practices to meet visual and auditory learning needs.
·
Challenges: Identification of the main challenges in the
development of accessible digital materials for deaf and hard of hearing
people.
·
Possibilities: Evaluation of the processes necessary
to produce accessible digital texts. Questionnaires with open and closed
questions were used to collect information, covering three main categories with
six questions in total.
·
Measurement and
Data Analysis:
o
Measurements were graphed using spreadsheets and
Python libraries.
o
The descriptive analysis was contrasted with the
empirical evidence from the surveys and the theoretical information from the
webinars.
·
Open and Inclusive
Model Design:
Based on the data collected, an open and inclusive
educational model was designed that integrates philosophical, theoretical,
political and educational process components.
·
The variables used
in the study were the following:
o
Independent
variables:
§ Type of open
educational practice implemented.
§ Type of open
educational resource (OER) used.
o
Dependent
Variables:
§ Accessibility and usability
of digital materials for people with hearing disabilities.
§ 2. Effectiveness of
the proposed educational model in terms of inclusion and complexity.
o
Covariates:
§ Institutional
context.
§ Demographic profile
of the participants (age, gender, educational level)
§ Type of disability
§ Previous Experience
with Open Educational Resources
2.1. Open and Inclusive Education Program (OpenEd)
The study was developed within the framework of
OpenEd, which aimed to contribute to education and reduce inequalities by using
and disseminating open educational resources (OER) among strategic actors of
academia and society. OpenEd comprised open and inclusive education experts
from Australia, Canada, Spain, Mexico, and South Africa (Figure 1).
Figure 1
Portal of the Open Ed program
Note: https://www.wununesco.world
The OpenEd program consisted of a series of webinars
delivered in English and Spanish, with questionnaires applied to participants.
The study presented here had two webinars that specified the following
objectives:
§ Webinar 1: Creating
eBooks – Current Considerations for Students Who Are Deaf and Hard of Hearing
(Weber, 2021a). This webinar explored universal design principles and
accessibility frameworks developed by UNESCO and current systems for providing
e-books to deaf and hard-of-hearing students. The seminar discussed ways
to go beyond the standard accessibility provision to promote multilingual
language acquisition in children and young people with hearing impairments.
§ Webinar 2: OER Publishing
Resources for Deaf Students (Weber, 2021b). The webinar reviewed research-based
design principles regarding e-books for deaf children, considerations for
further development, and a planning pathway for creating e-books using
available OER platforms. Attendees received samples of an e-book interface
available through PressBook with content for multilingual deaf people.
2.2 Participants
The program targeted educators, teachers of the deaf
and hard of hearing, special education teachers, university academicians (in
deaf studies, disability studies, deaf education, linguists), non-profit
organizations or NGOs, community-based organizations, deaf organizations
(local, regional, national, international), government representatives from the
education and health sectors, and technology companies. There were 207
participants in the first webinar and 183 in the second who comprised the
intentional sample in this study and intervened in the responses of the
training program.
2.3 Procedure and instrument
The study procedure occurred at three points in the
research (see Figure 2).
Figure 2
Three instances of Research-based Design.
Note: Own elaboration
Categories and data collection in education: In
OpenEd, the study used questionnaires with open and closed questions. The
instrument consisted of three categories, with six questions:
§ Current Practices
·
What open education practices are in place in your
organization, school, or institution to meet the learning needs of the visually
impaired and hard-of-hearing students regarding accessible e-books and digital
texts?
·
What are the current practices of design principles
for e-books for deaf learners in your organization, school, or institution?
§ Challenges
●
What are the biggest challenges to developing e-books
or accessible digital texts for deaf and hard-of-hearing people?
●
Indicate, in order of importance, your institution's
training needs related to developing a visual-centric e-book.
§ Possibilities
·
Please indicate, in order of importance, the processes
required to produce accessible digital texts (e-books) for deaf and
hard-of-hearing students (1 is most important and 4 is least important).
·
The webinar presented Pressbooks, an e-book creation
platform that helps create Open Educational Resources (OER) through support for
H5P content generation. In your estimation, what is the potential of your
institution or organization to create interactive H5P content that can be
created, shared, and reused by deaf learners?
§ Data measurement
and analysis.
Measurements
were made by contrasting the category data of current practices, challenges,
and possibilities using an Excel spreadsheet and graphing the data using Python
libraries. The descriptive data analysis contrasted empirical evidence from the
surveys with the theoretical information derived from the conceptual framework
of the two Webinars offered in the Open and Inclusive Education Framework. In
the first webinar, the following question appeared: What do you consider the
biggest challenge facing the development of e-books or digital texts accessible
to deaf and hard-of-hearing people? The frequencies (%) of 7 types of
challenges were identified (207 people responded). The second webinar posed the
following question: What are the current practices regarding the design
principles of e-books for deaf learners in your organization, school, or
institution? The 183 open-ended responses were categorized, identifying 16
types of practices.
§ Open and inclusive
model design.
The research shed light on designing an inclusive and open
model within the framework of complexity in future education. The design
incorporated four essential components: philosophical, theoretical, political,
and educational process (Escudero-Nahón & Ramírez-Montoya, 2021;
Ramírez-Montoya, 2010). Each component allows for integrating future education
priorities in terms of the educational needs detected in the study, with the
guarantee of access to and inclusion of educational resources, programs, and
environments and the relevant policies and practices that facilitate it.
2.4 Ethical factors
The study took care of the ethical processes involved
in the study, including participants' informed consent and the treatment and
protection of data, analyses, and publication of data. Both epistemological
aspects and ethical care are necessary to take care of the information (Smith,
1990), and, in this sense, the content work was analyzed with adherence to the
information collected and contrasted in the theoretical discussions on the
subject studied.
3. Analysis and
Results
What are the current open education practices being
carried out in institutions to meet the needs of auditory learning (with and
without visual design frameworks) related to open resources and technologies?
When we analyzed educational practices to meet
auditory learning needs related to open resources and technologies, we
identified the following types of practices (the number of individuals applying
them is indicated after each practice): Universal Design for Learning (UDL)
(3); auditory interfaces (1); patient practices in the health sector (1);
practices supported by cutting-edge technologies (4); sign language (9);
e-books (18); physical books (1); the implementation of two practices plus
courses (3); training courses (13); the
implementation of these resources in combination with open training (1);
software (3); and auditory resources (1). Unfortunately, 80 participants
surveyed indicated that there were still no practices in their institutions, 21
mentioned that they were unaware of them, and 17 said that there were some, but
they were insufficient. Seven said they did not have a population with hearing
disabilities in their institution (see Figure 3).
Figure 3
Educational practices for auditory learning. UDL:
Universal Design for Learning
What challenges do you face in developing accessible,
open digital materials for deaf and hard-of-hearing people?
The main challenges related to the development of
digital materials for people with hearing impairments are as follows (the
number of individuals is indicated after each challenge): affective, inclusive,
and equitable access to OER of sufficient quality (61), lack of support
policies (51), sustainability models for OER are not promoted (25),
insufficient international cooperation between organizations (22), lack of
leadership of people with disabilities in the production of digital texts (21),
lack of a virtual design framework that supports accessibility to resources
(14), and insufficient capacity of software to address teaching individuals
with these problems (12). (See Figure 4.)
Figure 4
Challenges in the development of accessible e-books or
digital texts for people who are deaf or hard of hearing
What components can an inclusive, open educational
model have that address complexity in future education?
To define the characteristics of an inclusive, open
educational model that addresses the complexity of the future of education, one
must identify the components that sustain it, the elements derived from each
component, and the enablers that transfer its benefits. From the information
collected, we defined that the four components of an open and inclusive
educational model, the theoretical, philosophical, political, and educational
process, favor implementing the strategic elements for the future of education.
In this way, policies, programs, practices, and open resources can be designed
to be meaningful and, under principles of inclusion, consider diversity and the
students' context, abilities, or characteristics (Figure 5).
Figure 5
Components of an open and inclusive educational model
for the future of education
Finally, as presented in Figure 5, the enablers of
training experiences promote learning in a diverse environment by applying
emerging technologies and technological resources. By providing access to all
students regardless of age, condition, ability, or characteristics, we invite
them to generate physical or digital environments that stimulate the
development of complex thinking skills, foster creativity, and increase the
willingness to continue learning. Also, connectivity and digital platforms
promote collaboration and cooperative learning among students, educators, and
decision-makers towards open and inclusive policies. The model proposed in this
study establishes a frame of reference for those committed to generating these
types of technological resources and enablers in the search for quality open
education for all.
4. Discussion
a) Current practices like intuitive interfaces, sign
language, e-books, software, and other cutting-edge technologies.
The particular standardized educational contexts for
the inclusion of all people in education imply the transformations that must
arise in institutions based on the free, equitable, and complex thinking of
mentors and specialists sensitive to this situation, which will comprise a new
stage toward the sustainability of education. Such transformations are
gradually being adopted in institutions, as each disability requires a complex
and substantial approach. As can be seen in Figure 3, the approach to educational
practices in Ibero-American countries specifically related to the design of
e-books for students with hearing disabilities is linked to educational
practices that are just being implemented, that are insufficient, that are in
the awareness phase, or that do not yet include cutting-edge technological
elements.
Technological resources based on sign languages are
the most predominant. Weber and Skyer (2022), in their research related to the
identification of practices, mention that arduous work is mainly identified in
the creation of frameworks for design, the implementation of technological
resources, a multimodal pedagogy, and, similar to what we have identified, the
implementation of resources for sign language. Individual initiatives and the
implementation of complex thinking follow this. The approaches are multiple,
and when analyzed comprehensively, it is possible to identify psychological,
social welfare, public administration, artistic, ergonomic, architectural,
computational, and ethical frameworks, somewhat coinciding with the five models
for the approach to disabilities suggested by Alsalem and Alzahrani: 1) Human
Development, 2) Public Studies, 3) Cultural, 4) Technological, and 5) Ethical
(Alsalem & Alzahrani, 2023). All these practical approaches help identify
the challenges to be solved to attain equality and efficiency of thinking and
learning, without forgetting that for a successful approach, complex thinking
is paramount as it ensures that students obtain the same levels of learning.
b) Identification of challenges such as equitable,
inclusive access to quality OER, software capacities, international
cooperation, development of supportive policies, lack of design frameworks, and
promotion of sustainability models for OER for the development of accessible
and open digital materials:
Identifying current practices related to the design of
digital texts for deaf students deepens the thinking of specialists and
trainers to design context-dependent frameworks, appropriate infrastructure,
and standardized methods for their efficient implementation. However, there are
still some challenges in this technological age. Figure 4 shows the main
challenges identified per the design of digital content based on the opinion of
experts from Ibero-American countries: the lack of access to quality, inclusive,
and equitable OER; the lack of supportive policies and sustainability models
for them; insufficient international cooperation among organizations; lack of
leadership of persons with disabilities in the production of texts; lack of
virtual universal design frameworks; and insufficient software capacity. Our
results closely align with the achievement of Sustainable Development Goal
Number 4 for inclusive and equitable quality education and complement the
challenges identified by Matjilla in its e-learning program (2023): lack of
entertainment and novelty for students, insufficient access to online
communities and web content, lack of self-learning approaches, the promotion of
critical thinking, and the lack of administrative responsibilities (Matjila, 2023).
Pedagogical, managerial, social, and technical challenges have also been
identified, but, above all, the lack of resilient open education in the context
of affective dimensions and the inclusion of pedagogies aimed at caring for
people with these abilities (Manual of Open, Distance, and Digital Education |
Junhong Xiao - Academia.edu, 2023).
In summary, and responding to the general opinion,
Kocdar and Bozkurt indicated that quality in the design of educational
materials can be ensured through accessibility and the recognition of the
principles of Universal Design for Learning through the use of assistive
technologies and adaptations (Kocdar & Bozkurt, 2023). The nature of the challenges will
depend on the countries' cultures, pedagogies, and levels of inclusiveness, and
overcoming them will be possible with the participation of learners and experts
and governmental commitment to sustainable agendas.
c) Articulation of the components of the open
educational model:
The components of an open educational model for
inclusion work to transform education under an open and inclusive perspective
that integrates open resources and technological enablers to promote open
access and collaboration. As shown in Figure 5, the articulation of the four
components that support the model and the application of emerging technologies
link to the generation of the elements that allow the fulfillment of
international commitments to develop public policies for inclusion and access
to quality education for all. The conditions are in place because the work
environment and global challenges demand greater and better capacities in human
resources, which has led to a disposition for continuous learning throughout
life (Kuykendall, 2022). Therefore, the value of a model aligned with the open
and inclusive approach lies in favoring the creation of new ways to approach
the training of professionals with relevant skills to transform socio-technical
systems within the framework of complexity and sustainable development.
5. Conclusions
The current state of education is a process of
transformation towards inclusion and accessibility in frontier education,
especially for people with hearing disabilities. As institutions incorporate
emerging technologies and applications, new practices and initiatives emerge in
the various institutions of Ibero-America. However, a low proportion of the
population participating in the Webinars knew about good practices and
guidelines for designing inclusive education materials. For example, only 1.5%
identified the application of Universal Design for Learning. Also, only 2%
mentioned implementing cutting-edge technologies in such learning, and 44%
indicated that there were still no programs in their institutions. In the
second webinar, participants identified the challenges, such as the lack of
quality resources, insufficient support policies, and the need for
international cooperation, one of the most significant deficiencies in the
governmental, industrial, and academic sectors.
The study started with the question: How can open
education and digital and flexible technologies provide pathways for inclusion
in the context of complexity? The analysis identified the following: (a)
current practices such as e-books, training courses, and sign language; (b)
identification of the challenges of quality open educational resources (OER),
policies to support inclusion and diversity, and OER sustainability models to
develop accessible and open digital materials, and (c) the components of an open
educational model for inclusion that contemplates strategic elements for the
future of education and emerging and innovative technologies. In summary, for
open education and digital and flexible technologies to bring inclusion into
the context of complexity, it is essential to adopt a complex thinking
approach, ensuring accessibility to the full range of resources and a framework
for universal design, not just for learning, but for the design of educational
materials for these differently-abled individuals.
The implications for practice and future research
include identifying challenges in designing accessible and open digital
materials, which is fundamental to moving towards a fully inclusive and quality
education. These challenges must be addressed soon; they range from the lack of
entertainment and novelty for students to the need to promote critical thinking
and the inclusion of pedagogies geared toward caring for people with
disabilities. In addition, we emphasize the importance of the participation of
students with these disabilities, experts, and the commitment of governments to
implement sustainable agendas.
The study has limitations due to the target population
(Spanish-speaking and Anglo-Saxon samples), leaving opportunities for future
analyses that cover different linguistic populations with differentiated
strategies. This study opens up various possibilities for designing new study
ecosystems that help obtain focused results for personalized treatments
according to each type of disability. The approach towards an open educational
model for inclusion and education transformation signifies a future opportunity
to integrate open resources and emerging technologies that promote open access
and collaboration. This approach is especially relevant in a world where
lifelong learning is essential for people's lives to be sustainable and fair.
An open and inclusive educational model can contribute significantly to
training professionals with relevant competencies to address complex challenges
and promote the sustainable development required by today's society.
Authors’
Contribution
Conceptualization, M.S.R.-M. y
W.J.C; Data curation, F.C.-M. y I.A.-I; Formal Analysis, M.S.R.-M., F.C.-M. y
I.A.-I; Funding acquisition,
M.S.R.-M.; Investigation,
M.S.R.-M., W.J.C, F.C.-M. y I.A.-I;
Methodology, M.S.R.-M., F.C.-M. y I.A.-I; Project administration, M.S.R.-M.;
Resources, M.S.R.-M. y W.J.C; Supervision, M.S.R.-M.; Validation, F.C.-M. y I.A.-I; Visualization,
F.C.-M. y I.A.-I; Writing – original
draft, M.S.R.-M., F.C.-M. y I.A.-I; Writing – review & editing, M.S.R.-M.,
F.C.-M. y I.A.-I.
Funding Agency
This study emanates from the collaboration of the
project "Open and Inclusive Education: WUN and UNESCO Training &
Research Networks" (funded by the WUN network) and the
"Challenge-Based Research Funding Program 2022," Project ID # I004 -
IFE001 - C2-T3 – T. The authors acknowledge the technical support of Writing
Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico,
in the production of this work.
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