Learning Paths

Learning paths

Introduction

Objective

Explore, Learn, and Advance! Your Path to Success Begins Here

Directions

Introduction

Objective(1/2)

The aim of 'Learning Paths' is to provide users with a structured learning sequence. This will help them identify their initial self-perception of competencies like complex thinking and self-regulated learning. The program comprises case studies and logistical simulation exercises that will help users gauge their progress in their competencies upon completion of the activity.

Objective(2/2)

The gaming experience and user experience are also highly valued, and towards the end, the development of competency self-assessment is confirmed using specific tools designed for that purpose. This section is supported by four key elements, which are defined as follows:

Complex Thinking

Self-Regulated Learning

Proposed Model

Stakeholder Groups

Sustainable Development Goals

Complex Thinking

It refers to the ability to understand and manage diverse ideas, concepts, or situations that are interconnected or multifaceted. It involves seeing beyond the superficial, recognizing patterns, relationships, and contradictions, and using this understanding to analyze problems, generate creative solutions, and engage in continuous learning. This type of thinking is developed through four main areas: 1. Critical Thinking 2. Systemic Thinking 3. Scientific Thinking 4. Innovative Thinking

Ramírez-Montoya, M. S., Castillo-Martínez, I. M., Sanabria-Z, J., & Miranda, J. (2022). Complex thinking in the framework of Education 4.0 and Open Innovation—A systematic literature review. Journal of Open Innovation: Technology, Market, and Complexity, 8(1), 4.

Self-Regulated Learning

It is a cognitive and motivational approach to learning that encompasses a holistic view of students' acquisition of skills, knowledge, and motivation. Self-regulated learning occurs when students take control of their learning process (Self-Management) It implies they know how to set goals, utilize various study methods, and reflect on their learning strategies (Self-monitoring). It also means they are motivated and confident in their ability to reach their goals (Motivation).

El-Adl, A., & Alkharusi, H. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Sciences, 15(1), 104-111.

Sustainable Development Goals

V-Logistics aims to support three SDGs directly:

• SDG 4 Quality Education: V-Logistics strives to enhance the quality and effectiveness of capacity development, which aligns with SDG 4, which focuses on ensuring inclusive, equitable, and quality education and promoting lifelong learning opportunities for all.
• SDG 8 Decent Work and Economic Growth: V-Logistics aims to improve management skills and decision-making to ensure sustainable economic growth and the development of decent jobs, which corresponds to SDG 8 that promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.
• SDG 9 Industry, Innovation, and Infrastructure: V-Logistics's use in designing businesses and logistics operations supports SDG 9, which focuses on building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation.

Tecnologico de Monterrey. (2024). Proyecto Modelo abierto de pensamiento complejo. https://www.research4challenges.world/complex-thinkingOECD (2023) OECD Skills Outlook 2023: Skills for a Resilient Green and Digital Transition, OECD Publishing, Paris, https://doi.org/10.1787/274527f29-en

Stakeholder Groups

V-logistics primarily provides support to: 1. Academia: It promotes the development of metacognitive skills and complex thinking by utilizing serious games and simulations. 2. Industry (SMEs): It addresses management, knowledge, and technology challenges with the VLogistics logistics simulator. 3. Government: It promotes resilience and sustainable growth in the face of industry 5.0 challenges, improving relevant skills. 4. Civil Society: It encourages continuous learning and the connection between sectors to meet the needs of Industry 5.0.

Tecnologico de Monterrey. (2024). Proyecto Modelo abierto de pensamiento complejo. https://www.research4challenges.world/complex-thinkingOECD (2023), OECD Skills Outlook 2023: Skills for a Resilient Green and Digital Transition, OECD Publishing, Paris, https://doi.org/10.1787/274527f29-en

Directions

Select your case:

Implementation in Academia

Implementation in Enterprises-Industry Sector

Implementation

Review Important Terms in the Glossary

Go to your Learning Path to start