Conference Agenda

This study presents the results of a pilot implementation of the Collective Growth System (CGS) in engineering education, contrasting the traditional transactional model with a holistic approach to human capacities development. Using a comparative research design within a Structural Analysis course, three learning trajectories (traditional, CGS, and mixed) were evaluated to analyze their impact on conceptual understanding, professional identity, and ethics. The results validate that immersion in simulated contexts and professional roles catalyzes the transition from mechanical calculation to engineering judgment, overcoming the traditional model's limitations regarding decision-making under uncertainty. Significantly, the findings challenge the notion of academic resistance; students demonstrated a willingness to assume a higher cognitive and temporal load when they perceive value in their professional training. The study concludes that the CGS model is superior in activating intrinsic ethical responsibility and cognitive confidence, although its large-scale sustainability requires curricular reengineering to address structural limitations regarding time and technical resources.