<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8437</journal-id>
<journal-title><![CDATA[Zincografía]]></journal-title>
<abbrev-journal-title><![CDATA[Zincografía]]></abbrev-journal-title>
<issn>2448-8437</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Arte. Arquitectura y Diseño]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-84372023000100161</article-id>
<article-id pub-id-type="doi">10.32870/zcr.v7i13.197</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Fomento de creatividad y pensamiento creativo como innovación de la educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Fostering creativity and creative thinking as an innovation in higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Cruz]]></surname>
<given-names><![CDATA[Edna Yanina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Bello]]></surname>
<given-names><![CDATA[Edgar Oswaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales-Holguín]]></surname>
<given-names><![CDATA[Arodi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[Hermosillo Sonora]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[Hermosillo Sonora]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[Hermosillo Sonora]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>13</numero>
<fpage>161</fpage>
<lpage>185</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-84372023000100161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-84372023000100161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-84372023000100161&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El fomento de capacidades y habilidades en la educación superior alude a competencias transversales asociadas a la innovación educativa en relación con la mejora y el compromiso por ésta, la cual es reconocida, a su vez, como un proceso de cambio. Específicamente, la creatividad y las características del pensamiento creativo como originalidad, flexibilidad, fluidez y elaboración tienen como referente la teoría del pensamiento divergente. Desde la perspectiva del modelo de innovación educativa de Murillo y Krichesky (2012) -con las fases de iniciación, planificación, implementación, planeación e institucionalización-, el objetivo de este texto es analizar cómo ha sido el impulso de la creatividad y el pensamiento creativo para observar hasta qué punto se vienen desarrollando estas competencias transversales en educación superior, lo cual pueda contribuir en los estudios de áreas creativas como el diseño. Como método se sigue la técnica de análisis documental dirigido a recopilar, analizar y categorizar las investigaciones sobre el desarrollo de capacidades y habilidades en la educación superior. Finalmente, los hallazgos manifiestan la expresión de problemas en el desarrollo de estas habilidades y la escaza cantidad de propuestas de innovación o casos de institucionalización exitosos, destacando la relevancia de realizar acciones que impulsen dichas competencias en educación superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The promotion of capacities and skills in higher education alludes to transversal competencies associated with educational innovation in relation to improvement and commitment to it, which is recognized, in turn, as a process of change. Specifically, creativity and the characteristics of creative thinking such as originality, flexibility, fluency, and elaboration are based on the theory of divergent thinking. From the perspective of Murillo &amp; Krichesky's (2012) model of educational innovation -with the phases of initiation, planning, implementation, planning and institutionalization-, the objective of this text is to analyze how creativity and creative thinking have been promoted in order to observe to what extent these transversal competencies are being developed in higher education, which can contribute to studies in creative areas such as design. As a method, the documentary analysis technique was used to compile, analyze, and categorize research on the development of skills and abilities in higher education. Finally, the findings demonstrate problems in the development of these skills and the scarcity of innovation proposals or cases of successful institutionalization, highlighting the relevance of carrying out actions that promote these competencies in higher education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creatividad]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="en"><![CDATA[creativity]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
</kwd-group>
</article-meta>
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