Conference Agenda

Artificial intelligence (AI), and chatbots in particular, have gained considerable attention as transformative but controversial tools for improving academic writing. Numerous articles have been written on the use of AI in teaching and learning processes, particularly as it relates to writing. This systematic review aims to establish the most common uses of AI linked to academic writing, the most frequent problems or drawbacks that have been identified, and what remains to be done to better exploit these new applications. The findings reveal that AI offers a wide range of applications and advantages in academic writing, which can help students improve their writing skills, increase their efficiency, and produce higher quality work, but it presents significant challenges regarding academic integrity, development of student capabilities, reliability of information, and ethical aspects. Finally, there are tasks to be accomplished by educational institutions, teachers, and students to achieve an effective integration of AI in academic writing, maximizing its benefits and minimizing its risks

Design Thinking has emerged as a key methodology in engineering education, fostering creativity, problem-solving, and learning through experimentation. This study presents a bibliometric analysis of the scientific production on Design Thinking in the context of engineering education over the past decade (2014–2024), using data extracted from the SCOPUS database.
Bibliometrix in R was employed to analyze key indicators, including the evolution of the number of publications, the most influential authors, and keyword co-occurrence. The results indicate a significant increase in scientific production, with a notable rise in recent publications, highlighting the contributions of leading authors and universities in the field. Additionally, emerging trends were identified in the application of Design Thinking in innovative teaching strategies, such as project-based learning and competency-based approaches.
This study provides a quantitative perspective on the development of research in this area, emphasizing opportunities for future studies and applications in engineering education.

The advancement of Artificial Intelligence (AI) has led to the development of large language models (LLMs), which are currently used to streamline processes in various fields. It is essential to understand their potential for implementation in education. This study evaluates the quality and integration of the STEM methodology in learning activities generated by ChatGPT-4o (OpenAI) and DeepSeek-V3 (DeepSeekAI) for the course C¸ omputer Tools II¨ın the Industrial Engineering program at Universidad Fidelitas, Costa Rica, in 2025. A quantitative research approach was used, employing ´ rubrics to assess the AI-generated responses. The results indicate that both LLMs successfully incorporate the STEM methodology, with ChatGPT-4o excelling in interdisciplinary integration and the promotion of critical thinking, while DeepSeek-V3 demonstrated strengths in source utilization and applicability. This research provides insights into the use of generative AI in education, highlighting its benefits and limitations in the design of educational activities.

Costa Rica, through an analysis of the academic performance of its students, where the data used spans the years 2020 to 2024. It also analyzes relevant documents to gather information on the topic of the gender gap and studies conducted at the national level that consider aspects of academic performance between men and women, as well as key documents from international organizations such as the OECD and sectoral analyses of the Millennium Development Goals (MDGs) and the Sustainable Development This study examines the gender gap in Science, Technology, Engineering, and Mathematics (hereinafter STEM) careers at Universidad Latina of Costa Rica, through an analysis of the academic performance of its students, where the data used spans the years 2020 to 2024. It also analyzes relevant documents to gather information on the topic of the gender gap and studies conducted at the national level that consider aspects of academic performance between men and women, as well as key documents from...

This article examines the impact of the community project Desarrollo acuícola y uso de TICs en la Unidad Educativa Fiscal del Milenio Enrique López Lascano, Fase 2, implemented by ESPOL as part of pre-professional community service internships in 2024. Executed by Electronics and Automation Engineering and Telecommunications Engineering students under the guidance of faculty from the Faculty of Electrical Engineering and Computer Science (FIEC) at ESPOL, the project addressed the lack of technical training in Santa Lucía, Ecuador.

The initiative aimed to teach basic electronics, programming fundamentals, and automation to Ninth-Year General Basic Education (EGB) and Second-Year Unified General Baccalaureate (BGU) students. Participants developed real-world technological solutions, including an RFID-based access control system, automated car control, smart traffic lights, automatic trash bins, fire alarm systems, and internet-connected greenhouse monitoring.

A diagnostic assessment revealed students' limited knowledge but strong interest in these fields. In response, in-person sessions combined theoretical classes with Project-Based Learning (PBL), where ESPOL students acted as instructors. The project concluded with an academic fair where students presented their work, demonstrating their acquired knowledge and strengthening practical and communication skills.

To assess the project's impact, student satisfaction and knowledge acquisition were evaluated, revealing a significant improvement in their understanding of electronics, programming, and automation. The project also served as a motivational tool, inspiring students to pursue careers in science, technology, engineering, and mathematics (STEM).

This article explores the notion of artificial prime numbers in the context of specific sets of integers. A formal definition is presented, their properties are discussed, and they are compared to the classical notion of primality. Furthermore, potential applications of these numbers in number theory and cryptography are analyzed.