Neutrosophic Sets and Systems
Abstract
Evaluating the effectiveness of teaching resources in higher education faces the challenge of inherent subjectivi-ty and ambiguity in pedagogical processes. Existing studies often oversimplify the complexity of the educa-tional phenomenon. This research proposes an innovative model combining neutrosophic theory with mul-ticriteria decision-making methods (specifically SVNLOWAD-TOPSIS) to simultaneously assess truth, falsity, and indeterminacy in resource effectiveness. The methodological framework, acknowledging the plithogenic nature of educational processes, uses a mixed-method design integrating expert perceptions synthesized via neutrosophic operators. A case study evaluating four resource types—traditional classes, online platforms, vir-tual simulations, and Project-Based Learning (PBL)—demonstrated that PBL is the most effective, followed by online platforms and virtual simulations, while traditional classes were least effective. The model effectively managed uncertainty, offering a robust tool for informed decision-making on selecting teaching resources in complex educational contexts and enriching pedagogical debate with a formal language for uncertainty.
Recommended Citation
Cente Pérez, Walter; Hortencio Flores Flores; Manuel Cesar Vildoso Villegas; Adán Humberto Estela Estela; Carlos Fretel Martínez; Virgilio Vildoso Gonzales; and Eli Carrillo Vásquez. "Neutrosophic Evaluation of Conventional and Non-Conventional Resources in Higher Education." Neutrosophic Sets and Systems 84, 1 (2025). https://digitalrepository.unm.edu/nss_journal/vol84/iss1/53
