Programa del congreso

Baseline evidence on student motivation and topic interests can inform the design of research-based learning (RBL) interventions in engineering education. This paper reports baseline findings from a mixed-methods study (survey N = 120; semi-structured interviews n = 10) conducted prior to implementing a longitudinal RBL pathway across three engineering mathematics courses in an Aerospace Engineering degree at Universitat Politècnica de València. Quantitative results indicate a high perceived value of early research-skills development (PVI = 4.70/5) and very high willingness to participate (95.8% rating 4–5), with motivation frequently attributed to the possibility of open-topic selection. Students reported broad interest in aerospace systems, AI/ML, sustainability, and telecommunications. Interview analysis yielded five themes: (1) research as an identity bridge from mathematical procedures to engineering practice; (2) scaffolding as an enabler despite high achievement; (3) time as the primary barrier; (4) traceability as professional practice; and (5) the need for clear boundaries for optional AI use. These findings inform the design of a two-year educational innovation project (PIME) that will implement staged deliverables, analytic rubrics, and postdoc-led training sessions, and they motivate the planned evaluation framework for subsequent phases.