Conference Agenda

Emotional intelligence has become an essential educational resource for university performance, especially in engineering, where cognitive demands and academic stress tend to intensify. With this purpose, the present study assessed the association between this competence and learning styles among engineering students at a university in Lima (Peru), using a quantitative approach with an observational/non-experimental design and correlational analysis. A total of 314 students participated, selected through stratified probabilistic sampling. The measurement of emotional intelligence was based on the theoretical framework of Mayer and Salovey, while learning preferences were estimated using CHAEA (Honey-Alonso); in both cases, high internal reliability was obtained (α = 0.972 and α = 0.951). Statistical testing using Spearman’s correlation showed a strong direct relationship between emotional intelligence and learning styles (ρ = 0.862; p < 0.001), as well as significant links with the active, reflective, and theoretical components. Overall, the data suggest that higher levels of emotional self-awareness and self-regulation are associated with more effective and adaptive learning strategies; therefore, the systematic integration of socio-emotional competency development in engineering education is recommended, in line with SDG 4.

The Autonomy and Professional Success Pathway (AEP) at the Technological University of Bolívar (UTB) is conceived as an institutional training trajectory designed to provide comprehensive support to on-campus undergraduate students in developing competencies for personal growth, academic performance, and professional projection. Within the framework of this work, the Pathway is characterized as a progressive structure that accompanies students from admission through graduation, integrating curricular courses, complementary activities, and practical experiences organized according to the competencies or skills to be developed. The Pathway is organized around four success enablers, or structuring axes: Core Skills, Power Skills, UTB Leaders, and Professional Connections. Together, these dimensions complement disciplinary training and strengthen socio-emotional, communication, digital, intercultural, financial, and leadership skills, supporting a relevant transition into the labor market. It also describes the institutional recognition mechanism for students who complete the Pathway through Basic Badges (mandatory) and Plus Badges (voluntary), including the achievement condition (four basic badges, one per enabler) and the highest recognition (eight badges: four basic and four plus). Finally, it presents the guidelines for follow-up, monitoring, evaluation, and certification of completion as a requirement for concluding the training process.

Objective: To determine the prevalence and associated factors of human papillomavirus (HPV) presence by applying Bayes' Theorem as a statistical inference tool, demonstrating its pedagogical value in engineering education.
Materials and methods: Cross-sectional descriptive study conducted in Ciudad Juárez, Chihuahua. A validated 17-question self-administered survey was applied to 42 female patients (21-65 years), followed by colposcopy and biopsy.
Bayesian analysis estimated posterior probabilities of HPV according to demographic, anthropometric, gynecologicalobstetric, and behavioral characteristics. Probability diagrams were constructed and Bayes' Theorem was applied to calculate conditional probabilities.
Results: Of 42 patients, 28 (67%) were HPV-negative and 14 (33%) HPV-positive. Predominant risk factors: age 21-29 years (35%), blood type O⁺ (71%), weight 58-70 kg (57%), menarche at 12-13 years (64%), sexual debut at 19-22 years (50%), 1-4 sexual partners (64%), red meat consumption 2-3 days/week (71%).
Conclusions: Bayes' Theorem constitutes an effective tool for estimating causal probabilities in medical diagnosis, identifying significant risk factors associated with HPV. It demonstrates pedagogical value in biomedical engineering, strengthening probabilistic reasoning and clinical decision-making skills, fundamental for multidisciplinary collaboration in healthcare teams.

The objective of this research is to implement the PMBOK Guide in order to improve quality management in the Namora–Laguna San Nicolas rural road project, Empalme PE-3N, located in the Cajamarca region of Cajamarca. In recent rural public works projects, significant deficiencies have been identified in quality control, technical non-compliance, and poor monitoring of established standards. In response to this problem, an applied, experimental methodology with a quantitative approach and longitudinal design is proposed, in which the performance of quality processes is analyzed before, during, and after the implementation of the PMBOK approach. The three key processes of quality management were addressed: quality planning, quality management, and quality control, integrating tools such as checklists, internal audits, field tests, and technical review with specialized software. The results show that it reduces the presence of non-conformities and promotes a culture of continuous improvement in project execution. It also strengthens the contractor's and technical team's supervision and control capabilities, achieving higher quality deliverables and directly benefiting the user population. In conclusion, it represents an effective tool for optimizing the execution of road projects in rural areas, ensuring adequate construction standards.

Abstract— In the textile sector, production efficiency is a key element for the sustainability and competitiveness of companies. This study analyzes the case of the circular knitting company Corporación Textil Espain & Espinoza S.A.C. In 2024, this company had a non-conforming product rate of 0.51%, which exceeds the established contractual limit of 0.4%. This excess resulted in 0.51% non-conforming products, exceeding the established contractual limit of 0.4%. This excess resulted in an economic cost that exceeded USD 59,112.72 (4.85% of annual profits) due to downtime, machine failures, and reprocessing. Ring binding (14.37%) and excess broken needles (17.81%) were the main causes, both of which were related to a lack of equipment calibration and maintenance. An automated model based on IoT sensors, SMED, and FMEA methodologies is suggested to minimize these incidents. This model is aimed at Industry 4.0 and is intended to optimize changeover times, avoid frequent failures, and increase the number of compliant products in the circular knitting process.

The cognitive mediation provided by the instructor in the classroom is an element that can enhance students' knowledge and various technical and personal skills. However, there is little empirical evidence on this topic within the framework of engineering education. Therefore, the main objective of this research was to examine the relationship between the instructor's cognitive mediation in class and the development of self-efficacy in engineering students. The research applied principles of the quantitative approach, associated the variables within a correlational scope, and did not manipulate variables in a non-experimental design. The effective sample consisted of 163 engineering students from a private university in Lima, aged between 18 and 45 years (M = 26.31, SD = 6.956), of which 103 were male and 60 were female. The results indicated a positive, significant, and strong relationship between the instructor's cognitive mediation and student self-efficacy ingeniería (r= 0.530, p< .001, Z=0.590). Male students scored higher in their perception of cognitive mediation, academic self-efficacy, and in the input and interaction dimensions. Students aged 31 to 45 and those who work and study simultaneously presented higher scores in both variables and their dimensions. No significant differences were found according to the field of engineering; however, regarding the study modality, virtual students stood out in academic self-efficacy and its dimensions.