![]() ![]() ![]() In this sense, what does training for complexity imply? Tecnologico de Monterrey outlines the transversal competency of reasoning for complexity in terms of meta-competence that involves integrative thinking, enabling analysis, synthesis, problem-solving, and continuous learning. indicate a need to develop a theory of complexity, a new paradigm for education that can capture the complex processes of learning, rethinking modes of inquiry, using a new lexicon, and assessment practices for the complexity paradigm. Hays warns against conventional higher education that does not sufficiently prepare young professionals for the complicated demands of modern business or active participation in their communities. Higher education training requires the integration of complex thinking to support educational processes for the formation of citizens committed to society. ![]() The article aims to be of value to research groups, academicians, and society interested in opportunities for training in reasoning competencies for complexity within the framework of Education 4.0. This discussion is followed by the results and data analyses and concludes with the findings and the study’s limitations. The systematic literature review method presented has five protocol phases. The fields of reasoning for complexity and research are presented, followed by an examination of Education 4.0. This article contributes to the rarely explored area of reasoning for complexity linked to Education 4.0. and Landa have analyzed in their studies the pedagogy of questioning and the politics of language respectively. For example, in primary education, work has been performed on language issues using digital games, argumentation, and signs and symbols also, in higher education, Francisco et al. Other literature reviews have contributed to the field of education. This article aims to analyze complex thinking as an emerging area within the framework of Education 4.0. The use and adaptation of these technologies in the current context of society is known today as Education 4.0. Thus, new technology-based teaching-learning systems have emerged to respond to the complex changes and social challenges through higher education. In particular, training in complex reasoning is a necessity for academic communities. If the problem of knowledge (and knowledge of knowledge) is posed, it is necessary to realize that the task is not individual it would require the encounter and the exchange between all researchers and academicians working in disjunct domains. In addition, the author mentions that recursive thinking must be mobilized, i.e., a way of thinking to establish a dynamic and generative feedback loop between terms or concepts (for example, whole and part, order and disorder, observer and observed, system and ecosystem) that are both complementary and antagonistic. The complexity paradigm is discussed by Morin, who proposes that complex thinking that addresses the “interwoven” from a dialogical point of view, which implies considering the separate and sometimes contradictory interacting parts that compose the phenomenon in a specific context. In a continuously changing and challenging world, complexity predominates in the new perspectives that are demanded. This article is intended to be of value to academic and social communities and decision-makers interested in developing reasoning for complexity within the framework of Education 4.0. The results highlighted that: (a) there are common characteristics of studies linking complex thinking, critical thinking, and creative thinking (b) there is predominance of the qualitative method in the studies (c) the critical thinking competency has been the most addressed in the research (d) the predominant components of Education 4.0 are teaching methods and techniques and (e) the three challenges that stand out for educational research are project feasibility, research opportunities, and required skills. Seven research questions guided the data analysis. We worked with the systematic literature review method, selecting 35 articles in the Scopus and Web of Science databases using keywords words of interest and applying inclusion and exclusion criteria. This article analyzes complex thinking as a macro-competency with sub-competencies of critical, systemic, scientific, and innovative thinking in educational environments. Today’s complex, dynamic, interconnected world presents the field of education (“Education 4.0”) with significant challenges in developing competencies for reasoning for complexity.
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