Conference Agenda

University life in the engineering field presents significant challenges of an academic, psychological, and emotional nature. Thus, it is essential to acknowledge that studying university educational dynamics requires a focus on aspects such as the well-being and engagement exhibited by students toward their academic endeavors. This study aimed to examine the relationship between psychological well-being and academic engagement among engineering students. Employing a quantitative approach, a correlational scope, and a non-experimental cross-sectional design, the research was conducted with a sample of 276 engineering students from Lima, Peru. The results revealed a high, positive, and statistically significant relationship between psychological well-being and academic engagement (r = 0.519, p < 0.001). Additionally, students aged 31 to 40 demonstrated higher levels of well-being and academic engagement. Female students reported significantly higher scores in both variables compared to their male counterparts. Furthermore, students exclusively dedicated to studying exhibited greater psychological well-being. Notably, systems engineering students and those who studied in the blended modality achieved the highest scores across both variables. These findings offer valuable insights into the academic and institutional factors influencing the professional development of future engineers.

This article presents the FUNdamental Education methodology, designed to gamify industrial engineering career courses, its pilot was carried out in an operations course, with the aim of transforming traditional learning into dynamic and immersive experiences. Its effectiveness was proven through a rigorous methodological approach that combines action research and design-based research. The methodology is based on the alignment of educational objectives, personalization according to Marczewski's archetypes, the careful selection of game mechanics and the integration of narrative and aesthetics to enhance immersion. The findings demonstrate its applicability in various educational contexts, highlighting its impact on students' motivation, meaningful learning, and professional preparation. FUNdamental Education can be positioned as an innovative tool to redesign curricula, promoting active, attractive learning aligned with current demands

When discussing education in the 21st century, it is also essential to consider new concepts that shape this process, particularly with the rise of neuroscience. Neologisms such as neuroplasticity have emerged to rethink how learning is constructed. Therefore, the purpose of this study is to evaluate the effectiveness of implementing an instructional module to foster neuroplasticity in general chemistry learning. This study employed an experimental design and was developed using the ADDIE methodology. The sample population consisted of 240 students from the preparatory course for mechanical and electrical engineering programs across three educational institutions in two countries in the region: in Ecuador, the Instituto Tecnológico Bolivariano de Tecnología (ITB) and the Universidad Bolivariana del Ecuador; and in Venezuela, the Universidad Latinoamericana y del Caribe (ULAC). The main results revealed that instructors do not design resources based on the principles of neuroplasticity, which hindered the learning process of a subject as crucial as chemistry. However, after applying the instructional module—designed according to neuroplasticity principles—students’ learning outcomes improved, leading to better academic performance.

Abstract–The purpose of this research is to analyze how the integration of digital tools such as Tinkercad and Zoom in particular impacts student learning in a virtual environment. This research uses a quantitative methodology, with a 12-question survey to collect data before and after the 3D design course in engineering, with a representative sample that allows optimizing the generalization of experiences. Statistical tests, both descriptive and inferential, were carried out to determine the relationship between the use of these platforms and academic results. The results show a notable improvement in student learning: this increases the understanding of complex concepts by 75% and increases active participation in virtual sessions by 40%. These results suggest that the combination of Tinkercad and Zoom not only tends to improve interaction, as well as student intervention in general, but also helps the content to be better received by them. The conclusions highlight the need to update the educational curriculum, having become common in higher education to increase the effectiveness of teaching-learning processes.

This study proposes a scientific inquiry activity as a teaching strategy to develop critical thinking skills among 24 biology students from the Faculty of Chemical Engineering at a university in Cartagena, Colombia. The activity begins with a problem-based scenario designed to encourage investigation and is guided by a driving question. During the scientific inquiry activity, students formulate explanations and design experiments to test their hypotheses. The results are then discussed and debated within working groups. To further enhance the development of critical thinking skills, students complete a project, the findings of which are presented in a document following the criteria of a scientific article.

The objective of this research work is to explain how to contribute problem-based learning to the development of critical thinking in students of the Architectural career. In this way, it will be possible to know the opinion of critical thinking in students and, in turn, it is intended that teachers recognize the importance of problem-based learning as a strategic methodology. Likewise, the research will be relevant to design or build a set of suitable activities in a work guide, as part of the PBL methodology aimed at promoting critical thinking.