Vázquez-Parra, J.C., Alcantar-Nieblas, C., Glasserman-Morales, L.D., & Nuñez-Rodríguez, X. (2024). Development of Social Entrepreneurship Competencies and Complex Thinking in an Intensive Course of Open Educational Innovation. International Journal of Educational Psychology, 13(1), 1-20. https://doi.org/10.17583/ijep.12187 

Castillo-Martínez, I.M., Argüelles, A. J., Piñal, O. E., Glasserman-Morales, L.D., Ramírez-Montoya, M.S., & Carreon-Hermosillo, A. (2023). Towards the development of complex thinking in university students: Mixed methods with ideathon and artificial intelligence. Computers and Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2023.100186  https://hdl.handle.net/11285/651611

Castillo-Martínez, I.M., Cerros Regalado, C.P., Glasserman-Morales, L.D., & Ramírez-Montoya, M.S. (2023). Academic literacy among the university students in Mexico and Spain: A holistic perspective. Frontiers in Psychology, 13:1055954. https://doi.org/10.3389/fpsyg.2022.1055954  

Castillo-Martínez, I.M., Ramírez-Montoya, M.S., Glasserman-Morales, L.D., & Millán-Arellano, A. (2023). eComplex: validity and reliability of rubric for assessing reasoning for complexity competence. Quality & Quantity. https://doi.org/10.1007/s11135-023-01697-6 https://repositorio.tec.mx/handle/11285/650956  

Gallardo, K, Glasserman, L., Rivera, N., & Martínez-Cardiel, L. (2023). Learning assessment challenges from students and faculty perception in times of COVID-19: A case study. Contemporary Educational Technology, 15(2), ep41555. https://doi.org/10.30935/cedtech/12985 

George-Reyes, C.E., Glasserman-Morales, L.D., Rocha-Estrada, F.J., & Ruiz-Ramirez, J.A. (2023). Study Habits Developed by Mexican Higher Education Students during the Complexity of the COVID-19 Pandemic. Education Sciences, 13(6), 563. https://doi.org/10.3390/educsci13060563

George-Reyes, C.E., Peláez-Sánchez , I.C., Glasserman-Morales-L.D., & López-Caudana, E.O. (2023). The Metaverse and complex thinking: opportunities, experiences and future lines of research. Frontiers in Education, 8:1166999. https://doi.org/10.3389/feduc.2023.1166999 

Glasserman-Morales, L.D., Carlos-Arroyo, M., Ruiz-Ramirez, J.A., & Alcantar C. (2023). Use of wereable devices in the teaching-learning process: A systematic review of the literature. Frontiers in Education, 8:1220688. https://hdl.handle.net/11285/651143

Peláez-Sánchez, I.C., & Glasserman-Morales, L.D. (2023). The Gender Digital Divide and Women´s Digital Inclusion: A Systematic Mapping. Generos, 12(3), 258-282. https://doi.org/10.17583/generos.10555  

Romero-Rodriguez, J.M., Ramírez-Montoya, M.S., Glasserman-Morales, L.D. & Ramos Navas-Parejo, M. (2023). Collaborative online international learning between Spain and Mexico: a microlearning experience to enhance creativity in complexity. Education and Training, 65(2), 340-354. https://doi.org/10.1108/ET-07-2022-0259

George-Reyes, C.E., & Glasserman-Morales, L.D. (2022). Análisis de confiabilidad de un cuestionario para medir desde la perspectiva del estudiante las competencias digitales del docente en entornos no presenciales de enseñanza. Revista Complutense de Educación, 33(3), 413-424. https://doi.org/10.5209/rced.74467

Glasserman-Morales, L.D., Ruíz-Ramírez, J.A., & Rocha, F.J. (2022). Transformando la educación superior mediante WebVR: Un caso de estudio. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 17(3), 230-34.  https://doi.org/10.1109/RITA.2022.3191257

Matsumoto-Royo, K., Ramírez-Montoya, M. S., & Glaserman-Morales, L.D. (2022). Lifelong Learning and Metacognition in the Assessment of Pre-Service Teachers in Practice-Based Teacher Education. Frontiers in Education, 7:879238. https://doi.org/10.3389/feduc.2022.879238 

Rocha Estrada, F.J., George-Reyes, C.E., & Glasserman-Morales, L.D. (2022). Security as an emerging dimension of Digital Literacy for Education:  a systematic literature review. Journal of e-Learning and Knowledge Society, 18(2), 22-33. http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135440/1308 

Rocha Estrada, F.J., Ruiz-Ramirez, J.A., George-Reyes, C.E., & Glasserman-Morales, L.D. (2022). Evaluation of a Virtual Campus Adapted to Web-Based Virtual Reality Spaces: Assessments of Teachers and Students. Frontiers in Education, 7:918125. https://doi.org/10.3389/feduc.2022.918125 

Suárez-Brito, P., Baena-Rojas, J.J., López-Caudana, E.O., & Glasserman-Morales, L.D. (2022). Academic Literacy as a Component of Complex Thinking in Higher Education: A Scoping Review. European Journal of Contemporary Education, 11(3), 931-945. http://dx.doi.org/10.13187/ejced.2022.3.931

Torres-Arcadia, C., Nava-Lara, S., Rodríguez-Uribe, C., & Glasserman-Morales, L.D. (2022). What We Know About Successful Principals in Mexico. Journal of Educational Administration, 60(1), 86-100. https://doi.org/10.1108/JEA-04-2021-0100

Forte-Celaya, J., Ibarra, L., & Glasserman-Morales, L.D. (2021). Analysis of Creative Thinking Skills Development under Active Learning Strategies. Education Sciences, 11(10), 621.  https://doi.org/10.3390/educsci11100621  

George-Reyes, C.E., & Glasserman-Morales, L.D. (2021). Research Competencies Mediated by Technologies: A Systematic Mapping of the Literature. Education in the Knowledge Society, 22, 1-16. https://doi.org/10.14201/eks.23897 

Ruiz-Ramirez, J.A., & Glasserman-Morales, L.D. (2021). Características del aseguramiento de la calidad educativa: Un mapeo sistemático 2016-2020. Revista Complutense de Educación, 32(3), 337-348. https://doi.org/10.5209/rced.70182  

Ruiz-Ramirez, J.A., Olarte-Arias, Y.A., & Glasserman-Morales, L.D. (2021). Educational Processes for Health and Disease Self-Management in Public Health: A Systematic Review. International Journal of Environmental Research and Public Health, 18(2), 6448. https://doi.org/10.3390/ijerph18126448 

Ballesteros-Ibarra, M.L., Mercado-Varela, M.A., García-Vázquez, N.J., & Glasserman-Morales, L.D. (2020). Experiencias de aprendizaje profesional docente en MOOC: Profesores de Sonora, México que participaron en la colección de aprendizajes clave. Texto Livre: Linguagem e Tecnologia, 13(3), 79-102. https://doi.org/10.35699/1983-3652.2020.25099 

Canchola González, J.A., & Glasserman-Morales, L.D. (2020). El concepto de fluidez digital: una revisión sistemática de literatura 2010-2020. Texto Livre: Linguagem e Tecnologia, 13(3), 25-46. https://doi.org/10.35699/1983-3652.2020.25087 

Canchola González, J.A., & Glasserman-Morales, L.D. (2020). Factors that Influence Learner Engagement and Completion Rate in an xMOOC on Energy and Sustainability. Knowledge Management & E-Learning, 12(2), 129–146. https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/437 

Ascencio, P., Glasserman, L.D., & Quintana, J. (2019). Competencias digitales: Realidad de ingreso de los estudiantes a la vida universitaria. Digital Education Review, 36, 68-84. https://doi.org/10.1344/der.2019.36.68-84 

Cantú, V., Glasserman, L.D., & Ramírez, M. S. (2019). Comportamiento métrico sobre evaluación de la educación en emprendimiento. Investigación bibliotecológica: archivonomía, bibliotecología e información, 33(79), 99-117. http://hdl.handle.net/11285/632981 

Pabrua, M.V., Glasserman, L.D., & Yañez, J. A. (2018). Instructional Design to Measure the Efficacy of Interactive Ebooks in a High School Setting. Turkish Online Journal of Distance Education, 19(2), 47-60. https://dergipark.org.tr/en/download/article-file/458420 

Cervantes, J.M., Salinas, V., & Glasserman, L.D. (2017). Diseño de la capacitación blended learning en una empresa. Revista Campus Virtuales, 6(1), 121-129. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/195