Ver el código de «Informe Córdoba Industria 4.0/Referencias y Anexos»

= Referencias =
<div style="font-size:90%;">
* Agencia Nacional Digital – Universidad de Córdoba. (2025). ''Convenio de impulso a la transformación digital en Córdoba''. Gobierno Nacional, República de Colombia. [https://and.gov.co/noticias/agencia-nacional-digital-universidad-de-cordoba-firman-convenio-para-impulsar-transformacion-digital-en](https://and.gov.co/noticias/agencia-nacional-digital-universidad-de-cordoba-firman-convenio-para-impulsar-transformacion-digital-en)
* Alarcón, M., & Brunner, J. J. (2024). ''Multi-governance in higher education: The case of Chile (2018–2023)''. Policy Futures in Education. [https://doi.org/10.1177/00345237241248535](https://doi.org/10.1177/00345237241248535)
* Asad, M. M., & Malik, A. (2023). Cybergogy paradigms for technology-infused learning in higher education 4.0: A critical analysis from global perspective. ''Education + Training''. [https://doi.org/10.1108/ET-08-2022-0324](https://doi.org/10.1108/ET-08-2022-0324)
* Ávila-Bohórquez, J. H., & Gil-Herrera, R. J. (2022). Proposal and validation of an Industry 4.0 maturity model for SMEs. ''Journal of Industrial Engineering and Management'', 15(3), 433–454. [https://doi.org/10.3926/jiem.3673](https://doi.org/10.3926/jiem.3673)
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* Castro Benavides, L. M., & Tamayo Arias, J. A. (2022). Measuring digital transformation in higher education institutions: Content validity instrument. ''Applied Computing and Informatics'', 20(1), 45–61. [https://doi.org/10.1108/ACI-03-2022-0069](https://doi.org/10.1108/ACI-03-2022-0069)
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* Elsayed Abdelmajied, F. Y. (2022). Industry 4.0 and its implications: Concept, opportunities, and future directions. IntechOpen. [https://doi.org/10.5772/intechopen.102520](https://doi.org/10.5772/intechopen.102520)
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* González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: Systematic review. ''Sustainability'', 14(3), 1493. [https://doi.org/10.3390/su14031493](https://doi.org/10.3390/su14031493)
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* Jain, V., & Jain, P. (2022). From Industry 4.0 to Education 4.0: Acceptance and use of videoconferencing applications in higher education of Oman. ''Journal of Applied Research in Higher Education''. [https://doi.org/10.1108/JARHE-10-2020-0378](https://doi.org/10.1108/JARHE-10-2020-0378)
* Klave, E., & Cane, R. (2024). Digital transformation of higher education: Integrating multimedia systems into the study process. ''Engineering for Rural Development (ETR)''. [https://doi.org/10.17770/etr2024vol2.8017](https://doi.org/10.17770/etr2024vol2.8017)
* Manco Zapata, A., & Cortés Gómez, I. R. (2023). Diagnosing the impact of digital transformation on the human talent of SMEs in Bogotá, Colombia. ''Cuadernos de Administración'', 39(75), e12475. [https://doi.org/10.25100/cdea.v39i75.12475](https://doi.org/10.25100/cdea.v39i75.12475)
* Martins, J. T., & Hukampal Singh, S. (2023). Boundary organisations in regional innovation systems: Traversing knowledge boundaries for Industry 4.0 regional transformations. ''R&D Management'', 53(2), 145–162. [https://doi.org/10.1111/radm.12573](https://doi.org/10.1111/radm.12573)
* Mian, S. H., Salah, B., Ameen, W., & Moiduddin, K. (2020). Adapting universities for sustainability education in Industry 4.0: Channel of challenges and opportunities. ''Sustainability'', 12(15), 6100. [https://doi.org/10.3390/su12156100](https://doi.org/10.3390/su12156100)
* Miranda, J., Navarrete, C., & Noguez, J. (2021). The core components of Education 4.0 in higher education: Three case studies in engineering education. ''Computers & Education'', 182, 104463. [https://doi.org/10.1016/j.compeleceng.2021.107278](https://doi.org/10.1016/j.compeleceng.2021.107278)
* Ministerio de Educación Nacional. (2023). ''Transformación digital en educación superior: Recomendaciones para la implementación institucional''. Bogotá: MEN. [https://colab.colombiaaprende.edu.co/wp-content/uploads/2023/09/MEN-RecomendacionesDxEducacionSuperior.pdf](https://colab.colombiaaprende.edu.co/wp-content/uploads/2023/09/MEN-RecomendacionesDxEducacionSuperior.pdf)
* Ministerio de Educación Nacional – SNIES. (2024). ''Bases consolidadas: Inscritos, Admitidos, Matriculados y Graduados'' (Córdoba, departamento de oferta del programa). [https://snies.mineducacion.gov.co/portal/ESTADISTICAS/Bases-consolidadas/](https://snies.mineducacion.gov.co/portal/ESTADISTICAS/Bases-consolidadas/)
* Ministerio de Educación Nacional – SNIES. (2025). ''Anexos B.1 y B.2: Bases de datos de universidades y programas digitales''. Bogotá: MEN.
* Ministerio de Tecnologías de la Información y las Comunicaciones (MinTIC). (2023). ''Índice de Brecha Digital Regional 2022''. Bogotá: MinTIC. [https://colombiatic.mintic.gov.co/679/articles-333031_recurso_1.pdf](https://colombiatic.mintic.gov.co/679/articles-333031_recurso_1.pdf)
* Moraes, E. B., & Kipper, L. M. (2023). Integration of Industry 4.0 technologies with Education 4.0: Advantages for improvements in learning. ''Interactive Technology and Smart Education'', 20(4), 456–472. [https://doi.org/10.1108/ITSE-11-2021-0201](https://doi.org/10.1108/ITSE-11-2021-0201)
* Moraga-Pumarino, A., Arnizas, D., & Vera-Torres, G. (2023). Profiles of university students who graduate on time. ''Behavioral Sciences'', 13(7), 582. [https://doi.org/10.3390/bs13070582](https://doi.org/10.3390/bs13070582)
* Naseer, F., Tariq, R., Alshahrani, H. M., & Alruwais, N. (2025). Project-based learning framework integrating industry collaboration to enhance student future readiness in higher education. ''Scientific Reports'', 15(1), 10385. [https://doi.org/10.1038/s41598-025-10385-4](https://doi.org/10.1038/s41598-025-10385-4)
* Nieto-Taborda, M. L., & Luppicini, R. (2025). Accelerated digital transformation of higher education in the wake of COVID-19: A systematic literature review. ''International Journal of Computer Education Research'', 6(1), 125–142. [https://doi.org/10.47852/bonviewIJCE42023125](https://doi.org/10.47852/bonviewIJCE42023125)
* OECD. (2025). ''Education at a Glance 2025: Who is expected to complete tertiary education?'' OECD Publishing. [https://www.oecd.org/education/education-at-a-glance-2025_1c0d9c79-en/full-report.htm](https://www.oecd.org/education/education-at-a-glance-2025_1c0d9c79-en/full-report.htm)
* Oztemel, E., & Gursev, S. (2020). Literature review of Industry 4.0 and related technologies. ''Journal of Intelligent Manufacturing'', 31(1), 127–182. [https://doi.org/10.1007/s10845-018-1433-8](https://doi.org/10.1007/s10845-018-1433-8)
* Ortiz, E. A., Giambruno, C., Morduchowicz, A., & Pineda, B. (2024). The State of Education in Latin America and the Caribbean 2023. [http://dx.doi.org/10.18235/0005515](http://dx.doi.org/10.18235/0005515)
* Pacher, C., Woschank, M., & Zunk, B. M. (2024). Engineering education 5.0: A systematic literature review on competence-based education in the industrial engineering and management discipline. ''European Journal of Engineering Education'', 49(2), 203–221. [https://doi.org/10.1080/21693277.2024.2337224](https://doi.org/10.1080/21693277.2024.2337224)
* Palomino Hawasly, M. Á., & Muñoz Vargas, I. C. (2023). Factores que influyen en el desarrollo de las competencias digitales de los docentes rurales del municipio de Montería: Un estudio transversal. ''Acta ScientiÆ InformaticÆ'', 7(7), 1–5. [https://revistas.unicordoba.edu.co/index.php/asinf/article/view/3314](https://revistas.unicordoba.edu.co/index.php/asinf/article/view/3314)
* Panizzon, M., & Barcellos, P. F. P. (2020). Critical success factors of the university of the future in a society 5.0: A maturity model. ''International Journal of Innovation and Technology Management'', 17(8), 2040012. [https://doi.org/10.1142/S0219877020400124](https://doi.org/10.1142/S0219877020400124)
* Parra, D. T., Talero-Sarmiento, L. H., & Ortiz, J. D. (2021). Technology readiness for IoT adoption in Colombian SMEs. ''IEEE International Conference on Industry 4.0 Technologies''. [https://doi.org/10.1109/ICIT52626.2021.9476499](https://doi.org/10.1109/ICIT52626.2021.9476499)
* Parra-Sánchez, D. T., & Talero-Sarmiento, L. H. (2021). Assessment of ICT policies for digital transformation in Colombia: Technology readiness for IoT adoption in SMEs in the trading sector. ''Digital Policy, Regulation and Governance'', 23(3), 239–254. [https://doi.org/10.1108/DPRG-09-2020-0120](https://doi.org/10.1108/DPRG-09-2020-0120)
* Pasi, B. N., & Dhamak, P. (2025). Review of Industry 4.0 and higher education: A paradigm shift toward digital transformation. ''Asian Education and Development Studies''. [https://doi.org/10.1108/AEDS-01-2025-0018](https://doi.org/10.1108/AEDS-01-2025-0018)
* Peña, Y. K., & Maldonado, E. A. (2022). Analysis of the efficiency of higher education in Colombia by department (2013–2019). Universidad Simón Bolívar Institutional Repository. [https://bonga.unisimon.edu.co/server/api/core/bitstreams/7421ab44-6b4a-4ce7-9b08-4082352ebff8/content](https://bonga.unisimon.edu.co/server/api/core/bitstreams/7421ab44-6b4a-4ce7-9b08-4082352ebff8/content)
* Petchamé, J., Iriondo, I., Korres, O., & Panos-Castro, J. (2023). Digital transformation in higher education: A qualitative evaluative study of a hybrid virtual format using a smart classroom system. ''Heliyon'', 9(10), e21882. [https://doi.org/10.1016/j.heliyon.2023.e21882](https://doi.org/10.1016/j.heliyon.2023.e21882)
* Pinedo-López, J., Baena-Navarro, R., Carriazo-Regino, Y., Torres-Hoyos, F., & Nieves-Garcés, D. (2025a). Science, technology, and innovation policy and regional scientific production in Colombia: A methodological framework to address asymmetries in developing countries. ''Journal of Innovation and Entrepreneurship'', 14(89). [https://doi.org/10.1186/s13731-025-00489-9](https://doi.org/10.1186/s13731-025-00489-9)
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* Reyes Villan, L. K., & Beleño Guerra, O. E. (2025). Cerrando la brecha digital en zonas rurales: Un desafío hacia una educación de calidad. ''Dialéctica'', 2(25). [https://doi.org/10.56219/dialctica.v2i25.4040](https://doi.org/10.56219/dialctica.v2i25.4040)
* Rosli, A., & Cacciolatti, L. (2022). The role of universities in the development of the local knowledge base: Supporting innovation ecosystems through skills development and entrepreneurship. ''International Journal of Innovation and Policy Management'', 22(3), 215–236. [https://doi.org/10.1504/IJIPM.2022.121018](https://doi.org/10.1504/IJIPM.2022.121018)
* Serna Gómez, J. H., & Díaz-Piraquive, F. N. (2021). Advances, opportunities, and challenges in the digital transformation of HEIs in Latin America. In ''Digital Transformation of Higher Education Institutions'' (pp. 45–62). Springer. [https://doi.org/10.1007/978-981-16-3941-8_4](https://doi.org/10.1007/978-981-16-3941-8_4)
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* Wakchaure, V., Londhe, B., & Shinde, A. (2025). Leveraging Higher Education 4.0 to enhance readiness for meeting the challenges of Industry 4.0. ''VIIRJ Special Issue on Education 4.0''. [https://www.viirj.org/specialissues/2025/SP2501/4.pdf](https://www.viirj.org/specialissues/2025/SP2501/4.pdf)
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</div>

= Anexos =
== Anexo 1: Matriz de identificación y caracterización ==
''Nota: Esta matriz corresponde a la información presentada en la Tabla 4 del capítulo de Resultados.''

== Anexo 2: Resumen estadístico de programas académicos 4.0 – Montería (2024) ==
''(Ordenados por universidad con mayor oferta a menor y niveles de mayor a menor)''
''Elaborado por el equipo investigador''

=== Universidad de Córdoba (6 programas) ===
{| class="wikitable"
! Programa !! Nivel !! Matriculados (2024) !! Graduados (2024)
|-
| Maestría en Innovación Educativa con Tecnología e Inteligencia Artificial || Maestría || — || —
|-
| Ingeniería de Sistemas || Universitario (A distancia) || 1751 || 210
|-
| Licenciatura en Informática || Universitario || 913 || 57
|-
| Tecnología en Desarrollo de Software || Tecnológico (Presencial) || — || —
|-
| Tecnología en Desarrollo de Software || Tecnológico (A distancia) || — || —
|-
| Técnico Profesional en Programación Web || Técnico Profesional (Presencial y a distancia) || — || —
|}

=== Universidad del Sinú (UNISINÚ) (6 programas) ===
{| class="wikitable"
! Programa !! Nivel !! Matriculados (2024) !! Graduados (2024)
|-
| Doctorado en Tecnologías de la Información || Doctorado || — || —
|-
| Maestría en Tecnologías de la Información || Maestría || — || —
|-
| Especialización en Tecnologías de la Información || Especialización || — || —
|-
| Especialización en Redes y Telecomunicaciones || Especialización || — || —
|-
| Especialización en Gerencia de Sistemas Eléctricos de Potencia || Especialización || — || —
|-
| Ingeniería de Sistemas || Universitario || 584 || 25
|}

=== Universidad Pontificia Bolivariana – UPB (3 programas) ===
{| class="wikitable"
! Programa !! Nivel !! Matriculados (2024) !! Graduados (2024)
|-
| Especialización en Automatización y Control Industrial || Especialización || — || —
|-
| Especialización en Gerencia de Sistemas y Tecnología || Especialización || — || —
|-
| Ingeniería Electrónica || Universitario || 184 || 14
|}

=== Corporación Unificada Nacional – CUN (3 programas) ===
{| class="wikitable"
! Programa !! Nivel !! Matriculados (2024) !! Graduados (2024)
|-
| Ingeniería de Sistemas || Universitario || 21 || 13
|-
| Tecnología en Desarrollo de Software || Tecnológico || 82 || 9
|-
| Técnica Profesional en Soporte de Sistemas e Informática || Técnico Profesional || 188 || 15
|}

=== Universidad Cooperativa de Colombia (2 programas) ===
{| class="wikitable"
! Programa !! Nivel !! Matriculados (2024) !! Graduados (2024)
|-
| Especialización en Seguridad de la Información || Especialización || 25 || 7
|-
| Ingeniería de Sistemas || Universitario || 887 || 18
|}

=== SENA Regional Córdoba (3 programas) ===
{| class="wikitable"
! Programa !! Nivel !! Matriculados (2024) !! Graduados (2024)
|-
| Tecnología en Implementación de Infraestructura de TIC || Tecnológico || 54 || —
|-
| Tecnología en Gestión de Redes de Datos || Tecnológico || 281 || 20
|-
| Tecnología en Supervisión en Sistemas de Agua y Saneamiento || Tecnológico || 44 || 7
|}

=== Resumen general (conteo de programas por nivel) ===
{| class="wikitable"
! Nivel !! Total Programas (Montería)
|-
| Doctorado || 1
|-
| Maestría || 2
|-
| Especialización || 7
|-
| Universitario || 6
|-
| Tecnológico || 6
|-
| Técnico Profesional || 2
|}

=== Tabla consolidada – Número de programas 4.0 por nivel académico y universidad (Montería, 2024) ===
{| class="wikitable"
! Universidad / Institución !! Doctorado !! Maestría !! Especialización !! Universitario !! Tecnológico !! Técnico Profesional !! Total Programas
|-
| Universidad de Córdoba || 0 || 1 || 0 || 2 || 2 || 1 || 6
|-
| Universidad del Sinú (UNISINÚ) || 1 || 1 || 3 || 1 || 0 || 0 || 6
|-
| Universidad Pontificia Bolivariana (UPB) || 0 || 0 || 2 || 1 || 0 || 0 || 3
|-
| Corporación Unificada Nacional (CUN) || 0 || 0 || 0 || 1 || 1 || 1 || 3
|-
| Universidad Cooperativa de Colombia (UCC) || 0 || 0 || 1 || 1 || 0 || 0 || 2
|-
| SENA Regional Córdoba || 0 || 0 || 0 || 0 || 3 || 0 || 3
|}

== Anexo 3: Libros de Excel registros SNIES ==
* Anexo 3.1. Base de datos SNIES – Programas académicos (digital) 2025.xlsx
* Anexo 3.2. Base de datos SNIES – Universidades (digital) 2025.xlsx
* Anexo 3.3. Base SNIES – Admitidos (2024).xlsx
* Anexo 3.4. Base SNIES – Graduados (2024).xlsx
* Anexo 3.5. Base SNIES – Inscritos (2024).xlsx
* Anexo 3.6. Base SNIES – Matriculados (2024).xlsx

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