TEC 21 Model and Critical Thinking: An NCM-based Neutrosophic Analysis in Higher Education

Abstract

 With a growing emphasis on developing transverse competencies in students, many educational institutions are trying to revolutionize the traditional system of education. One among others is TEC de Monterrey in Mexico which refines its educational models so that the students can be nourished with the skills that prepare them not only for the present but for years to come. Among skill development transverse competencies are considered a key to the successful career development of a student that emphasizes on critical thinking aspect. So mainly the the educational models try to inculcate or enhance the critical thinking of students. Towards this goal, TEC introduced the TEC21 model that is oriented towards critical thinking skill development of the students. The current work in this regard utilizes real-time student data collected using the eOpen instrument and takes into consideration experts' opinions to analyze the TEC21 model. The determinate factors are taken from the TEC21 model and indeterminate factors are identified from the literature. As real-time data especially educational data contain much uncertain, indeterminate, and unknown information, therefore this research introduces the use of Neutrosophic Logic to address the uncertainty of the data. Through the use of neutrosophy, we have shown how indeterminate factors when considered for analysis give a better representation of information. We have also compared neutrosophic cognitive maps with used earlier fuzzy cognitive maps to show their effectiveness in this regard. Overall system developed using NCM gives a better analysis of educational models like TEC21. This is the only work now that has utilized neutrosophy to understand and analyze the TEC21 model.