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Cybernetic insights on active learning in higher education
(Emerald, 2026)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo Luis
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Herron, Rebecca Michell
Purpose: This study examines the active learning pedagogical approach, incorporating core concepts of cybernetic theory, and investigates how cybernetics can inform pedagogical strategies in higher education. Design/methodology/approach: An adapted conceptual systematic review was conducted using top-cited articles and systematic literature reviews on the definition of active learning. A nine-dimensional coding frame was developed from first- and second-order cybernetics, including agentive, adaptive, homeostatic, and ethical elements, to systematically interpret the literature. Findings: Active learning implicitly embodies cybernetic principles such as feedback loops, self-organisation, and recursive interactions. However, crucial aspects such as homeostasis (balancing cognitive load) and ethics (equity and inclusion) remain underexplored. The coding frame demonstrates the explanatory value of cybernetics while identifying systemic gaps in current pedagogy. Research limitations/implications: The study is conceptual and based on secondary sources in English-language higher education literature. Future empirical research should validate the coding frame across diverse educational levels and cultural contexts. Practical implications: The coding frame provides educators with a systemic tool to design adaptive, balanced, and inclusive active learning environments by integrating feedback, regulation, and ethical considerations. Social implications: By highlighting equity and well-being as neglected dimensions, the study supports the development of more inclusive and socially responsive pedagogies. Originality/value: This is the first study to systematically apply cybernetic theory to study active learning, offering a novel systems-based perspective that bridges educational theory and practice. © The authors © Emerald.
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Organisational Viability in Artisan Dairy Short Food Supply Chains: A Cybernetic Diagnosis Using the Viable System Model
(MDPI AG, 2026)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
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Michel-Villarreal, Rosario
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Cho, Ah-Reum
Short food supply chains (SFSCs) for artisan dairy products promote rural development, cultural preservation, and consumer trust but face challenges not found in mainstream chains. This study focuses on queso Tenate, a traditional cow-milk cheese from central Mexico, and examines how its SFSC organisational structure influences its capacity to ensure food safety, quality consistency, market delivery, and viability. Using a single-case exploratory design, the study applies the Viable System Model (VSM) as a diagnostic framework to map systemic functions within an artisan dairy enterprise. Data were collected through VSM-informed interviews and observations of production and retail practices. The findings show that food safety, quality performance, and market delivery reliability are structurally mediated by systemic coherence, not product characteristics alone. While strong relational coordination and shared identity sustain viability, several functions—particularly coordination, audit, and intelligence—remain person-dependent. This study identifies structural implications for strengthening regulatory coordination and monitoring practices without undermining relational management or artisan identity. The primary contributions are as follows: (i) extending SFSC research through a systemic diagnosis of an artisan dairy chain in an emerging economy; (ii) linking VSM-based organisational study to food safety, quality consistency, and market performance; and (iii) positioning VSM as a conversational tool for SFSC viability. Limitations include the single-case design, reliance on qualitative data, and absence of longitudinal measurements. Future research should compare VSM applications across multiple SFSCs, integrate quantitative analyses, and explore its use as a management tool. The study highlights the role of systemic coherence in ensuring SFSC sustainability and cultural embeddedness. © The authors © MDPI.
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An Experiential Learning and Authentic Assessment Framework for Challenge-Based Learning
(MDPI AG, 2026)
Salinas-Navarro, David Ernesto
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Palma-Mendoza, Jaime Alberto
This research-to-practice study presents a design-oriented framework that integrates challenge-based learning (CBL), experiential learning (EL), and authentic assessment (AA) to support competency development in higher education. The framework aligns the stages of CBL (i.e., engagement, investigation, and solution) with Kolb’s experiential learning cycle and core AA principles, including realism, cognitive challenge, and evaluative judgement. Learning activities are structured around real-world challenges that reflect professional practice, enabling a coherent progression from experience to reflection, conceptualisation, and evaluation, and supporting the systematic development and assessment of student competencies. A single case study illustrates the application of the framework in industrial engineering education, implemented across six interdisciplinary modules at a private university in Mexico. Students engaged in process improvement projects within six small and medium-sized enterprises, fostering problem solving, decision making, and evaluative judgement in authentic contexts. The findings indicate that the framework supports the development of problem-solving and communication competencies, demonstrating its design coherence and practical feasibility. The framework provides structured guidance for educators to align learning objectives, activities, and assessments within CBL environments. However, limitations related to pedagogical integration and the single-case design constrain the generalisability of the findings. Future research should explore cross-disciplinary applications, longitudinal competency development, and adaptation to emerging educational contexts. © The authors © MDPI.
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Live Case Studies in Industrial Engineering Education for Experiential Learning and Authentic Assessment
(MDPI AG, 2026)
Salinas-Navarro, David Ernesto
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Palma-Mendoza, Jaime Alberto
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Da Silva-Ovando, Agatha Clarice
Live case studies are widely used in higher education to support active learning; however, their pedagogical potential is often limited by weak integration with learning theories and assessments. This research-to-practice study examines the systematic design of live case studies by integrating Kolb’s experiential learning cycle (ELC) and authentic assessment (AA) principles. This paper presents a framework that conceptualises live cases as the learning context, ELC as the learning process, and AA as evaluative logic. The framework is illustrated through a case study of an undergraduate Quality Management module in industrial engineering at a Mexican university, involving 31 final-year students. The study is design-oriented and illustrative, aiming to demonstrate framework enactment rather than evaluating causal effectiveness. Using a case study methodology, the instructional design and enactment were documented using the ADDIE model. Data were obtained from educational artefacts, assessment results, and student feedback surveys. The findings suggest that aligning teaching and assessment activities with the ELC stages and the AA principles effectively supports learning trajectories. This support covers experience, reflection, conceptualisation, and application. Live case studies enabled the integration of multiple assessment methods around shared organisational problems and supported personalised learning through students’ case selection. This study contributes a design logic and operational framework for distributing authentic assessment across Kolb’s experiential learning stages within live case pedagogy. Rather than offering statistical generalisation, the framework serves as a foundation for adaptation and research, emphasising transferability across disciplines, educational levels, and delivery modes. Limitations are acknowledged regarding the conceptual scope, methodological design, and empirical context. © The authors © MDPI.
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Pro-Game: Single-machine sequencing simulator
(IEEE, 2025)
Palma-Mendoza, Jaime Alberto
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Salinas-Navarro, David Ernesto
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Arana-Solares, Ivan A.
This work presents a game-based learning simulator that simulates a single-machine sequencing problem. The simulator provides a dynamic and interactive platform for industrial engineering students to apply disciplinary concepts, such as operations research, production planning, and optimization techniques, in the pursuit of finding optimal sequencing solutions. The implementation of this simulator in an industrial engineering course demonstrated its efficacy as an engaging and relevant pedagogical tool. Feedback collected from students revealed that the activity not only increased their interest and motivation but also significantly deepened their understanding of the complexities involved in sequencing problems. This study concludes that the use of such simulators in the classroom can dramatically enhance the learning experience by making abstract concepts more tangible and by providing students with a hands-on approach to mastering complex topics. The findings suggest that incorporating simulation-based activities into the curriculum is a valuable strategy for enhancing student outcomes in industrial engineering education. ©The authors ©IEE.
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Integrating Generative AI into Live Case Studies for Experiential Learning in Operations Management
(MDPI AG, 2025)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
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Palma-Mendoza, Jaime Alberto
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Carlos-Arroyo, Martina
This research-to-practice study examines how Generative Artificial Intelligence (GenAI) can be integrated into live case studies to enhance experiential learning in higher education. It explores GenAI’s potential as an agent to learn with scaffolding reflection and engagement and addresses gaps in existing applications that often focus narrowly on content generation. To explore GenAI’s agentive potential, the methodology illustrates this approach in a UK postgraduate operations management module. Students engaged in a live case study of a local ethnic restaurant to refine its business model and operations. The data sources used to examine students’ results included module materials, outputs, and feedback surveys. Thematic analysis was employed to assess how GenAI facilitated experiential learning. The findings suggest that GenAI integration facilitated exploration, reflection, conceptualisation, and experimentation. Students reported that the activity was engaging and relevant, facilitating critical decision-making and understanding of operations management. However, the outcomes varied according to GenAI literacy and student participation. Although GenAI-enriched learning is beneficial, human agency and contextual knowledge remain crucial. Overall, this study integrates GenAI as a cognitive partner throughout Kolb’s ELC. This study offers a transferable framework for active learning, illustrating how technology can enhance critical and reflective learning in authentic educational contexts. However, limitations include uneven student participation and engagement, resource constraints, overreliance on artificial intelligence outputs, differentiated impact on learning outcomes, and a single-case report, which must be addressed before the framework can be scaled up. Future research should test this through multi-case studies while developing GenAI literacy, measuring GenAI impact, and implementing ethical practices in the field. ©Los autores ©MDPI.
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Declaring Worldviews in SSM for Sustainability & Community Learning
(Springer Science and Business Media LLC, 2026)
Weaver, Miles W.
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Herron, Rebecca J. M.
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Pokorna, Kamila
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Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
For over fifty years, Soft Systems ideas and the Soft Systems Methodology (SSM) have played a pivotal role in understanding various problem situations and initiating action. Often tackling the grandest challenges of our time, SSM will retain continued relevance in helping decision-makers address sustainability challenges within organisations and their communities. In this paper, we are concerned with the meaningful co-creation of sustainable value through community-based learning using SSM. More specifically, recognising that a sustainability paradigm, characterised by the need to create a just and safe space for humanity to thrive within the means of a living planet (as called for by Raworth, 2017), is often marginalised or overlooked. This paradigm presents us with an ethical imperative, complex and messy challenges/issues, and a set of ideals (articulated in the United Nations Sustainable Development Goals) that are significantly off track. This paper employs a variation of the Delphi method, drawing on the authors’ collective interest and experience in applying SSM in communities, to propose a double-loop learning cycle to explore the underlying assumptions of our worldviews and mental models within communities. We suggest that an SSM learning cycle can be enhanced by initiating conversations on relevant models for sustainability (such as Doughnut Economics, UN SDGs, and the principles for a Circular Economy), to find common ground for triggering new learning. This idea is contextualised and proposed as the value(s)-action gap phenomenon, which can help explain the difference between an individual, an organisation, and/or a community's intention(s) and their actual action(s).In doing so, find common ground, shift to higher levels of systems consciousness from an ego-centric to an ecosystem level of awareness, engage communities, and take an intergenerational perspective. We suggest that incorporating a double-loop learning cycle into SSM can support organisations and their communities in putting shared values into meaningful action. ©The authors ©Springer.
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Defining Nanostores: Cybernetic Insights on Independent Grocery Micro-Retailers’ Identity and Transformations
(MDPI, 2025)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
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Herron, Rebecca Michell
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Mejía-Argueta, Christopher
Nanostores—micro, independent grocery retailers—are often defined overlooking their socioeconomic roles and relational significance in favour of their primary functional aspects. To close this gap, this study adopts a systemic perspective to examine how multiple stakeholders (owners, customers, and suppliers) shape nanostore identity. Accordingly, this study proposes a framework of X-Y-Z identity statements, along with the use of the TASCOI tool, to examine nanostore descriptions and map their roles, expectations, and transformation processes. This systemic framework, rooted in management cybernetics, enabled the collection and analysis of 168 survey responses from 34 stores in Mexico City. The results show that nanostore identities are varied and context-dependent, operating as grocery stores, family projects, community anchors, economic lifelines, and competitors. This diversity influences stakeholder engagement, resource utilisation, and operational decisions. Overall, this study provides a transferable framework for analysing micro-business identity and transformation, with implications for problem-solving, decision-making, and policy development. Future research should address the current limitations of this study, including its geographical cross-sectional design, limited sampling method, reliance on self-reported perceptions, and lack of generalisability to other populations. Future work will involve exploring other urban contexts, utilising longitudinal data, expanding the sample, and adopting a participatory research approach to gain a deeper understanding of identity dynamics and their implications for nanostore resilience and survivability. ©The authors ©MDPI ©Systems.
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Beyond the Counter: A Systemic Mapping of Nanostore Identities in Traditional, Informal Retail Through Multi-Dimensional Archetypes
(MDPI AG, 2025)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
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Mejía-Argueta, Christopher
This study examines the identity of nanostores—micro, independent grocery retailers—through a systemic, stakeholder-informed lens to promote their survivability and competitiveness. Moving beyond traditional operational descriptions, it introduces a multidimensional framework that examines what nanostores do (X), how they do it (Y), and why they matter (Z), which is complemented by the use of the TASCOI tool to produce identity statements. Based on survey data collection and a thematic analysis of nanostore stakeholder responses in Mexico City, the research categorises identity statements into six 2 × 2 matrices across four dimensions: operational, functional, relational, and adaptive. This analysis yields twenty-four archetypes that capture the diversity, complexity, and adaptability of nanostores. The findings reveal that nanostores are not a homogeneous category. They simultaneously exhibit characteristics of multiple archetypes, blending retail function, social embeddedness, and entrepreneurial adaptation. This study contributes to the nanostore and micro-enterprise literature by operationalising identity description and offers practical insights for supporting diverse shop types through context-sensitive policy and business strategies. While this study ensures internal validity and reliability through systematic coding and stakeholder feedback, it acknowledges limitations in its generalisability. Future research may build on this work through comparative studies, longitudinal tracking, and direct engagement with nanostore owners and their communities to further understand the dynamics of their identity and their resilience in evolving retail landscapes. ©The authors ©Systems ©MDPI.
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Challenge-Based Learning for Active Learning in Industrial Engineering Education
(Emerald Publishing Limited, 2025)
Palma-Mendoza, Jaime A.
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Salinas-Navarro, David Ernesto
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Arana-Solares, Ivan A.
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Franco-Herrera, Froylan
This chapter delves into the design of active learning activities for competence development in industrial engineering students through challenge-based learning (CBL). A learning challenge, as a purposeful experience, is proposed to expose students to real-world situations through experiential learning (EL). Around a challenge, tutors and students collaborate with an organization as an educational partner to develop alternative solutions in line with their intended learning outcomes. A case study is presented to exemplify the development of active learning activities within a CBL and EL framework that supports authentic assessment (AA) in a group of industrial engineering aggregated courses at Tecnologico de Monterrey in Mexico. The learning challenge provides promising results for the satisfactory development of student competences and the AA of their learning outcomes. However, limitations do exist concerning difficulties in the design and implementation process, which require further work. ©The authors ©Emerald.

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