Conference Agenda

This study addresses the radical transformation in engineering education, driven by the digital revolution and accelerated during the post-COVID-19 era. The adoption of emerging technologies such as artificial intelligence and virtual reality has redefined traditional teaching-learning paradigms in engineering faculties, although with disparities in implementation, especially in emerging regions. A systematic review of technological and pedagogical innovations implemented in engineering programs between 2018 and 2024 is presented, highlighting the integration of hybrid and virtual teaching modalities. This study identifies best practices and evaluates the effectiveness of technological interventions in resource-limited contexts, with a particular focus on Latin America. The findings align with the Sustainable Development Goals, emphasizing the importance of quality education and innovation.

The study evaluated the impact of interactive whiteboards (IWB) on meaningful learning in students of the Faculty of Electronic Engineering and Computer Science (FIEI), in three subjects: calculus, English, and programming language. The design was quasi-experimental with control groups (CG) and experimental groups (EG), the intervention was carried out with the application of IWB to the GE, the sample distribution: calculus EG=21 and CG=20, English EG =25, and CG=23 and in programming language with EG =15 and CG=16. The instruments used were questionnaires: calculus 5 questions, English 10 questions, and programming language 5 questions, each with expert judgment validity and KR-20 reliability of [80%, 0.810], [85%, 0.798], [90%, 0.805] respectively. The results using the T-Student test for independent samples show that the IWBs had a significant impact on the learning of the three subjects: calculus in the graphic component p=0.003, English in the writing component p=0.047; and programming language in the systems design and programming development components with a p<0.001. It is concluded that the IWBs are valuable tools to promote meaningful learning in subjects such as calculus, English, and programming language, and it is suggested to incorporate other pedagogical strategies to maximize their effectiveness in the components that did not have a significant impact.

The main objective of the research was to determine the moderating effect of the professional career on developing critical thinking with the chatbot in university students. A professional career in health sciences, such as human medicine, and another career in social sciences, such as advertising and multimedia, were chosen for the study. The proposed structural model had predictor variables such as effective chatbot interaction, chatbot problem resolution capability, autonomy fostered by chatbot use, chatbot response reliability and accuracy, and, as an endogenous variable, the development of critical thinking. The research was carried out in Arequipa, Peru. A quantitative approach with a non-experimental cross-sectional design was used, and a multivariate model was used to model structured equations based on variances. In conclusion, the structural model reveals that problem-solving ability and reliability in chatbot responses are crucial for developing critical thinking in college students, while perceived autonomy and quality of direct interaction do not play a significant role. Furthermore, the consistency of these effects across different career paths suggests that chatbots can be an effective educational tool without the need to tailor their features to specific fields of study such as professional careers. This highlights the utility of chatbots as versatile pedagogical tools in the higher education environment.

The purpose of this study was based on the need to describe the perception that teachers have about the use of Applet for teaching GeoGebra at a national university in Trujillo in the Faculty of Physical and Mathematical Sciences, in the year 2024, a situation that was revealed from the experience shared by forty teachers through a Google Forms questionnaire. from their opinions, it was possible to know the practice developed where 38% of the participating teachers stated that they have had university experience for more than eleven years, on the other hand, 33% are very familiar with the use of this tool and 67% of them recognize that the main challenge for the development of this resource is the time required for the proper planning and construction of the same, prior to its use in class sessions. For 52% of the teachers, the use of technology in the development of their courses indicated that it improves participation and motivates university students to experiment with new ways of applying theoretical content. It is an important challenge for teachers to carry out the preparation of the applets, adjusting them to the fulfillment of the objectives of the class sessions, and it is recognized that it is essential to provide ongoing training on the benefits of technology as a tactic that favors the development of skills for both teachers and students.

Higher education faces the challenge of training professionals capable of responding to the demands of a dynamic working world. In this context, innovative teaching strategies prioritize active learning and the development of key competencies. Methodologies such as flipped classroom, gamification and project-based learning (PBL) seek to overcome traditional methods through interaction, collaboration and practical application of knowledge. This systematic literature review (SLR) analyzes recent (2019-2023) scientific production in Scopus, employing the PRISMA methodology and the PICO model. The results show that the flipped classroom strengthens self-regulation, gamification improves motivation and retention, and PBL fosters critical thinking and collaboration. It is concluded that these strategies optimize university education and suggest exploring their impact on the employability of graduates

The integration of Artificial Intelligence (AI) in education is transforming teaching practices and influencing teacher performance. This study explores the correlation between AI adoption and key aspects of teacher performance, including personalized learning, classroom management, and assessment methodologies. Employing a quantitative research design, the study analysed survey responses from 65 university faculty members. Results indicate a moderate yet significant positive correlation between AI usage and teacher performance, particularly in areas such as space and time management, teaching resources, classroom climate, and evaluation methods. These findings underscore the potential of AI to enhance educational quality while highlighting the need for faculty training in AI tools to maximize their pedagogical impact. The study concludes that AI serves as a valuable pedagogical ally, enhancing teaching effectiveness and improving student engagement.