Conference Agenda

The increase in demand for engineering professionals has promoted an innovative, practical and technological curricular design at the Bolivarian University of Ecuador (UBE). This study aims to analyze the effectiveness of said curriculum in engineering degrees at the UBE. To achieve this, a mixed research approach was used that combines quantitative and qualitative methods, allowing a comprehensive understanding of the challenges in this university context. Surveys and interviews were applied to students, teachers and employers to evaluate the perception of the quality of the curriculum and its alignment with the demands of the labor market. The results indicate that the study program responds to current needs, integrating the updating of content, the development of practical skills and the connection with the professional environment. The proposed model promotes technical and transversal skills through a theoretical-practical and active pedagogical approach, in which students play a central role in their learning.

This study presents a methodology for integrating sustainability into the teaching of the Requirements Engineering course by employing active learning strategies, tools such as BERT (Bidirectional Encoder Representations from Transformers), and the conceptual framework of the Karlskrona Manifesto. The proposal was implemented with 60 Systems Engineering students over an academic semester, aiming to strengthen their ability to develop sustainable software and reflect on the social, environmental, technical, economic, and individual impact of their design decisions.

The approach comprised three phases: initial analysis, design and implementation of active strategies, and final evaluation. In the initial phase, students' perceptions were assessed, and sustainability metrics were defined, including energy consumption, accessibility, and social relevance. Throughout the semester, students engaged in collaborative projects addressing real-world problems, incorporating environmental impact simulators and the principles of the Karlskrona Manifesto. At the end of the course, progress in knowledge, skills, and perceptions was measured through surveys and interviews.

The results indicated a 70% increase in students' ability to apply sustainability metrics and an 85% improvement in their perception of the relevance of these concepts. Additionally, the projects achieved a 20% reduction in energy consumption and an 85% compliance rate with accessibility standards. The methodology proved to be effective and replicable, validating the use of tools such as BERT and integrative frameworks like the Karlskrona Manifesto to train engineers committed to sustainability.

Architectural design involves solving complex problems that require unique and flexible solutions, where the use of creative techniques is essential to address these challenges from multiple perspectives and find effective answers. This systematic review, focused on identifying the creative thinking techniques that influence the architectural design of Architecture students, analyzed studies published in the last 5 years in Scopus and Web of Science, identified 33 relevant investigations using the PRISMA method, from a total of 567 articles. The results highlight that 2023 was the year with the highest scientific production, while Europe and Asia led in the number of publications. Furthermore, architecture students show a marked dependence on traditional approaches and resistance to uncertainty. While, among the techniques analyzed, scientific and artistic creativity is identified as the most used, although modeling and prototyping has taken a key role due to its ability to transform abstract ideas into tangible proposals. In terms of effectiveness, 42% of the studies reported significant results, while others highlighted their contribution to concrete advances in the creative process. It is concluded that creative thinking techniques, especially modeling and prototyping, have the potential to transform architectural design by balancing theory and practice, promoting more effective and innovative solutions to the complex challenges of the contemporary environment.

The increasingly complex challenges in engineering education require not only sophisticated technical competencies but also entrepreneurial, innovation, and leadership capabilities. This article examines the integration of two complementary approaches: CDIO (Conceive, Design, Implement, Operate) and MAGI (Mentality, Ambitious, Global, and Innovative), mediated by the Workshop Strategy (ET) implemented in the Industrial Engineering curriculum at the National University of Colombia, Manizales. Through a qualitative methodology that included a review of relevant literature, exploration and discussion in a focus group, and categorization and analysis of the collected information, synergies between CDIO, MAGI, and ET were identified to enhance students' innovation (I-CAP) and entrepreneurial (E-CAP) capabilities. The results demonstrate how ET serves as a bridge between CDIO and MAGI by fostering innovative projects, an entrepreneurial mindset, and interdisciplinary collaboration. This integration not only strengthens technical and professional training but also has the potential to drive the creation of innovation-driven enterprises (IDE) and the development of the regional entrepreneurship and innovation ecosystem.

The main objective of the research was to determine the relationship between the use of digital tools and the development of spatial skills in architecture students in Piura. It consisted of a basic, simple, non-experimental, quantitative correlational research. The population was 33851 students, and a sample of 350 students was used. After two questionnaires were administered, the following results were obtained: a significant relationship between both variables (p=0,000<0,050), and a very high positive correlation (Spearman's Rho coefficient of 0,856). This meant that the more architecture students used the digital tools at their disposal, the greater was the development of their spatial skills.

Experimental tests were carried out incorporating different proportions of waste in the adobe mixture, evaluating its resistance to bending, compression and immersion in water. The final product showed that adding waste does not obtain an optimal result in the strength of the material, and even, in some cases, reduces it. The adobes with waste presented a decrease in their properties, such as, in compressive strength: 19.31 kg/cm² (5%), 18.57 kg/cm² (8%) and 17.82 kg/cm² (10%), compared to the control adobe (without added ash) which reached 26.66 kg/cm². Although all specimens exceeded the lowest value of 12 kg/cm² established by national regulations (E-080), the reduction compared to traditional adobe is significant. These values ​​highlight the challenges in waste management and suggest that not all waste is suitable for optimising the structural characteristics of adobe in buildings