Conference Agenda

This study explores the implementation of agile methodologies in higher education in Peru, focusing on the application of EduScrum and Design Thinking in academic projects. A teaching experience was conducted through two sprints, where students assumed different roles within the Scrum framework. The results indicate a strong preference for teamwork and a tendency to take on the Scrum Master role, suggesting high leadership potential. Additionally, a moderate to strong positive correlation (ρ = 0.626, p < 0.01) was found between Design Thinking and Elevator Pitch skills, highlighting the importance of both methodologies in fostering communication and innovation competencies.

Social interactions during university life are a fundamental component of young people's academic, personal, and professional development. These interactions can also contribute to effective emotional management in stressful, complex, and demanding situations, particularly in cognitively demanding fields such as engineering. This study aimed to examine the relationship between positive relationships and emotional regulation in university engineering students. The research followed a quantitative approach with a correlational scope and a non-experimental, cross-sectional design. The final sample consisted of 229 engineering students from Lima, Peru. The findings revealed a high, positive, and significant correlation between positive relationships and the cognitive reappraisal strategy, whereas emotional suppression showed a negative relationship with positive relationships. Additionally, participants aged 31 to 40, women, full-time students, those pursuing a degree in industrial engineering, and those enrolled in the face-to-face modality exhibit higher scores in positive relationships and cognitive reappraisal. Conversely, participants aged 18 to 30, those who both work and study, systems engineering students, and those in virtual learning programs exhibited higher levels of emotional suppression. The implications of these findings for the university education system are discussed.

During university studies, various behaviors can negatively impact academic performance and the development of professional skills, particularly in fields that require significant academic and cognitive effort. Moreover, the tendency to engage in repetitive negative thoughts and the ability to regulate emotions are crucial for the development of university students, particularly those enrolled in virtual learning programs who do not attend classes in person; however, these aspects have not been extensively studied in disciplines such as engineering education. Therefore, this study aimed to examine the relationship between rumination and emotional regulation in engineering students. The research followed quantitative, correlational, and cross-sectional non-experimental design, with a sample of 123 engineering students enrolled in a virtual learning modality. The findings revealed that rumination-reproach was negatively associated with cognitive reappraisal but positively associated with emotional suppression. Conversely, rumination-reflection showed a positive relationship with cognitive reappraisal and a negative relationship with emotional suppression. Younger students exhibited higher levels of rumination, while older students (ages 31–40) scored higher in cognitive reappraisal. Additionally, men had higher scores in rumination-reproach, whereas women showed higher levels of rumination-reflection and cognitive reappraisal. Finally, differences emerged based on employment status and the specific field of engineering studied. These findings highlight the need to consider psychological factors when designing educational programs in virtual learning environments.

The connection between students' engagement to their academic tasks and their emotional regulation strategies is a topic of significant relevance in the study of university education. This is due to the complexity of educational dynamics, which encompasses various factors essential to understanding the formative processes of future engineers. Consequently, the primary objective of this research was to examine the relationship between academic engagement and emotional regulation among engineering students. The study adopted a quantitative, correlational approach with a non-experimental, cross-sectional design and included a sample of 282 engineering students from Lima, Peru. The findings reveal that academic engagement is highly, positively, and significantly associated with the cognitive reappraisal strategy (r = 0.511, p = 0.000), while it demonstrates an inverse relationship with the emotional suppression strategy (r = -0.328, p = 0.000). Moreover, the findings indicate that women, students aged 30 to 40, those who simultaneously study and work, and individuals engaged in a blended learning modality demonstrate higher levels of engagement and cognitive reappraisal. In contrast, men and students aged 18 to 30 exhibit greater tendencies toward emotional suppression. These results revealed the current situation of the subjects surveyed and recommendations are provided to professors and universities to work on these topics.

Autonomy is reflected in students' ability to make decisions based on personal criteria. This aspect is influenced by cognitive, affective, and social factors, particularly in academic programs that require significant time, effort, and dedication due to the complexity of their content and the skills to be developed. Therefore, the main objective of this study was to examine the relationship between autonomy and emotional regulation in engineering students. The research followed a quantitative approach with a correlational scope and a non-experimental design. A total of 242 engineering students from Lima, Peru, participated in the study. The results indicated a strong positive relationship between autonomy and cognitive reappraisal, whereas emotional suppression showed a negative relationship with autonomy. Additionally, older students, those balancing both study and work, and those studying industrial engineering scored higher in autonomy and cognitive reappraisal. Moreover, men and students in virtual learning programs exhibited higher autonomy scores. Finally, younger students displayed higher levels of emotional suppression. These findings provide a basis for discussing the social, emotional, and academic implications within the university setting.

When university students effectively manage their time and effort to complete their academic tasks, they tend to demonstrate enthusiasm for learning. Conversely, negative learning experiences can lead to obsessive concerns about unpleasant topics. This study aimed to examine the relationship between academic engagement and rumination among engineering students. The research followed a quantitative approach with a correlational scope and a non-experimental design. The sample consisted of 132 engineering students from Lima, Peru, who were enrolled in virtual learning programs. The results indicated a negative relationship between academic engagement—and its dimensions of vigor and dedication—and rumination, particularly its dimension of reproach. However, the reflection dimension of rumination was positively associated with academic engagement. Regarding age, students between 18 and 30 years scored higher in reproach, whereas those aged 31 to 40 exhibited greater academic engagement across all three dimensions. Gender differences were also observed: women showed significantly higher levels of academic engagement and reflection, while men scored higher in reproach. Additionally, students who solely studied exhibited higher levels of reproach, whereas those who both worked and studied demonstrated greater academic engagement. Finally, industrial engineering students reported higher levels of academic engagement, whereas students from other engineering disciplines exhibited higher levels of rumination.

In this research work, a methodology for a requirements organizing system based on requirements engineering techniques and project management standards is proposed, which allows monitoring and supporting the planning and managment of the requirements of projects participating in different academic calls for proposals issued by sponsoring organization for academic projects. As a case study, the research calls of the PRODEP a program for the Teacher Professional Development of the SEP (Secretaría de Educación Pública), of México was selected. This system will allow to understand and satisfy customer needs, the designers, to monitor and control their projects, from the beginning to the end. The methodology of a requirements organization system allows the assimilation of good practices in the areas of requirements engineering, information quality, among others.

Project methodologies, Requirements organizer, Requirements engineering, Project management