Programa del congreso

Engineering education faces the challenge of fostering meaningful understanding of thermodynamic principles while simultaneously engaging students in sustainability-oriented learning experiences. This study presents a Project-Based Learning (PBL) intervention focused on the design and construction of a solar water heater, implemented in a first-year engineering course at a higher education institution in Mexico.

The educational experience was conducted over a five-week period and involved 45 engineering students, following a structured methodology that integrated literature research, analytical heat transfer modeling, prototype construction, experimental testing, and computational performance simulation. A mixed-methods research design was employed to evaluate the impact of the intervention, combining quantitative data collected through a 23-item Likert-scale questionnaire with qualitative feedback obtained from open-ended questions. The reliability of the instrument was verified using Cronbach’s alpha (α = 0.925).

The results indicate high levels of student engagement and satisfaction, with more than 90% of responses reflecting agreement or strong agreement regarding the effectiveness of the PBL approach. Students reported improved understanding of thermodynamic concepts, particularly heat transfer mechanisms, as well as the development of key engineering competencies such as problem-solving, teamwork, and technical communication.

These findings suggest that sustainability-focused, hands-on PBL experiences can significantly enhance learning outcomes in early engineering education. The study contributes a replicable pedagogical framework for integrating thermodynamics, sustainability, and active learning strategies within constrained academic timelines, offering practical implications for engineering educators seeking to bridge the gap between theory and real-world application.