Conference Agenda

Study abroad programs offer immersive opportunities for students to engage with sustainability concepts beyond the classroom, yet their contributions to construction education remain underexplored. This study examines how a study abroad program enhances students' understanding of sustainability in the built environment. Participants traveled to European cities and Dubai, observing diverse architectural styles, urban planning strategies, and sustainable construction practices through site visits, industry interactions, and hands-on learning. The findings highlight the role of experiential learning in bridging theory and practice, fostering critical thinking, adaptability, and an appreciation for global sustainability challenges. Exposure to real-world applications deepened students' understanding of energy-efficient designs, circular economy principles, and innovative materials, preparing them for the evolving demands of the construction industry. This research underscores the value of integrating international experiential learning into curricula to cultivate sustainability-conscious professionals equipped with global perspectives and practical insights.

Abstract – This study explores the implementation of Problem-Based Learning (PBL) as a pedagogical method for enhancing engineering, technical, and problem-solving competencies in students enrolled in an engineering course. A GPS (Global Positioning System)-based project is presented among several developed in the Internet of Things course. Through practical projects, students developed their competencies and problem-solving skills. The work presented in this paper refers to a GPS-based system, where real-world challenges allowed students to apply theoretical concepts to practical situations. The research demonstrates how PBL fosters autonomous learning while enabling students to develop essential technical and practical skills for their professional training. The results suggest that this approach significantly improves students' understanding of emerging technologies, while also enhancing their ability to solve complex problems in real-world contexts. This paper highlights the pedagogical implications of PBL in higher education and its potential to transform traditional teaching in technical disciplines.

The rapid evolution of aerospace technology and industry demands a transformative approach to engineering education. This paper proposes a framework for designing a capstone course tailored to the competencies required for aeronautical engineers. By analyzing key problems and technological trends related to the aerospace sector with a principal focus in the Colombian context., we identify key competencies of the future engineers and the requirements of interdisciplinary collaboration. The proposed course integrates project-based learning applied to real work requirements, to bridge the gap between academia and the future workforce. Additionally, we review existing curricula and benchmark best practices to ensure alignment with accreditation standards and industry needs. The findings highlight the necessity of continuous curriculum adaptation to equip aeronautical engineers with the agility to navigate technological disruptions and lead innovation in a rapidly evolving field

This study analyses the demographic evolution of project management education in Peru during the period 2013-2023, focusing on gender, age, academic speciality and employment sector. Using a quantitative approach, data from 2,231 Peruvian project management students was analyzed. The results reveal sustained growth in the number of students, with an Annual Average Growth Rate (AAGR) of 9.28%. There has been a significant increase in female participation, with an AAGR of 12.90% compared to 7.77% for males, which shows progress towards gender equality. In addition, there is evidence of increasing diversification in academic specializations and non-traditional employment sectors such as education and healthcare. In addition, a comparison of pre- and post-pandemic data also reveals significant adaptations in educational dynamics. The importance of promoting diversity and gender equity, recognizing the impact of generational dynamics, and adapting project management education to the increasing diversification of academic profiles and employment sectors are discussed.

Glossophobia, a form of social anxiety characterized by a fear of public speaking, creates challenges for effective treatment, including difficulties in organizing exposure sessions and limited access to resources. Virtual reality (VR) has been explored as an alternative, providing controlled environments where individuals can gradually face their fears. This study examines the use of rendered VR and 360-degree video-based VR to support exposure therapy for glossophobia. A quasi-experimental design was used with seven participants diagnosed with social anxiety. They were selected using the Liebowitz Social Anxiety Scale (LSAS) and took part in six VR exposure sessions. Their anxiety levels were measured using the Public Speaking Anxiety Scale (PSAS) and heart rate monitoring, while the Igroup Presence Questionnaire (IPQ) assessed their sense of presence in the virtual environments. Participants were assigned to either rendered VR or 360-degree video-based VR, then switched to the other condition. The sessions took place in a controlled setting, following a structured process to ensure consistency. The study also considered external factors such as participant comfort, space setup, and the type of speech topics used in each session. Statistical analyses were applied to compare anxiety levels before and after exposure and to evaluate differences between the two VR environments. This study explores VR as a potential tool for managing glossophobia and considers its use as an alternative to in vivo exposure therapy. Future research should focus on larger samples, longer intervention periods, additional physiological markers, and follow-up evaluations to determine its long-term benefits and clinical applications.