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Higher Learning Research Communications

Digital Object Identifier

10.18870/hlrc.v16i1.1672

ORCID

Inés Alvarez-Icaza, 0000-0002-6605-8833; Benito Javier Martínez-Briones, 0009-0001-9466-8778; Liz Katherine Marco-Torrez, 0000-0002-3069-5304; Evelyn Rondon-Jara, 0000-0001-8181-4951

Abstract

Objectives: This study examined the effectiveness of an open digital educational platform for developing complex thinking competencies through social entrepreneurship education among higher education students in Mexico and Bolivia. Specifically, it assessed changes in perceived systemic, scientific, critical, and innovative thinking and compared learning outcomes across both contexts.

Method: A quasi-experimental pre-post design was implemented with 601 participants (Mexico, n = 509; Bolivia, n = 92). Participants completed a validated 25-item, Likert-scale instrument assessing systemic, scientific, critical, and innovative thinking before and after engaging with the digital platform. Within- and between-group differences were analyzed using permutation-based statistical tests, complemented by Hedges’s g effect sizes.

Results: Participants in both countries showed statistically significant gains in systemic, critical, and innovative thinking. Scientific thinking improved significantly only in the Mexican sample. No significant between-country differences were found at either the pre- or post-test stage, despite demographic differences such as age.

Conclusions: The study proposed that digital platforms delivering social entrepreneurship content can effectively enhance complex thinking competencies across educational and cultural contexts. Findings highlighted consistent improvements irrespective of baseline competency levels or demographic differences.

Implications for Theory and/or Practice: Results support the use of digital platforms and Open Educational Resources in higher education as strategic tools for skill development in developing countries. Educational policymakers and curriculum designers should consider contextual adaptations of social entrepreneurship content, addressing local needs and fostering interdisciplinary, competency-based learning environments aligned with United Nations Sustainable Development Goal 4 (Quality Education).

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