Conference Agenda

The management of pre-professional internships in public universities is a key process for professional training; however, it is often carried out using manual procedures or fragmented systems that generate delays, limited traceability, and a progressive decrease in student satisfaction. The objective of this study is to propose an intelligent software architecture that optimizes the management of pre-professional internships in an engineering faculty of a public university, addressing the main operational limitations of the current process. The method is applied research using an agile methodology called Rational Unified Process, based on the analysis of the internship administrative process, the application of questionnaires to 52 students, and the gathering of functional and non-functional requirements. These inputs allowed for the design of an architecture based on the Model-View-Controller pattern and a microservices-oriented approach. The results show that, although 84.6% of students value the treatment they receive from administrative staff positively, overall satisfaction with the process reaches only 73.1%. Weaknesses were identified in response times, report review, and the assignment of faculty reviewers. Furthermore, differences were observed between academic departments, with satisfaction levels dropping to 66.7%, and a progressive reduction among recent graduates, from 72.7% in 2024 to 62.5% in 2025. Conclusion, the study demonstrates that the proposed intelligent software architecture constitutes a viable technical solution with the potential to significantly improve the efficiency, traceability, and quality of pre-professional internship management in public universities.

Abstract– Purpose: This study addresses the digital competence of engineering education teachers, evaluating the relationships between the institutional framework and teaching practices in the field of Peruvian higher education. It is a quantitative, descriptive-analytical, non-experimental, and cross-sectional design applied to a sample of 212 engineering program teachers. The results highlight a structural gap between teachers' measured recognition of the institutional framework for this competency (M=4.019) and the viability of available resources (M=2.736). At the end of the teaching practices referred to, the averages awarded to the dimensions of training and updating (M=4.409), methodological use (M=4.291), and collaboration (M=4.216) indicated favorable levels. Statistically significant, albeit moderate, correlations (ρ=0.144 to 0.214, p<.05) were found between the context and the dimensions. No differences were found between years of experience. It is established that the institutional framework is a facilitating factor, but not a determining one, in teaching competence. There is also evidence of a disconnect between declarative regulatory structures and the material conditions of implementation, with impacts on SDG 4 and SDG 9.

The purpose of this study was to reveal how emerging technologies (ET) have been adapted in engineering degrees from a praxeological perspective. It was framed within a qualitative paradigm with an interpretive approach, aimed at understanding human actions, tasks, and situated practices. It is associated with a critical phenomenal-hermeneutic design. A review of related literature was used to collect information. From the findings observed, it was noted that Virtual Reality and Augmented Reality occupy the first place in the training of engineering students, given the practical importance and applicability of the concepts and principles to real cases. Generative Artificial Intelligence is a fundamental part of engineering students' training in software development, as it explores the properties and applications of ChatGPT in both education and work practices.

Based on the findings, it is noteworthy that the adaptation of TE in engineering is driven by demand from the labor sector and society in general, which is leading to a change in teaching and learning systems with the use of AI, VR, AR complemented by robotics, and the use of unmanned equipment. The trend is toward personalized training with ET, considering project-based learning methodologies based on addressing real problems and the development of applied research projects.

Emotional mediation provided by university professors is often considered unimportant in science and engineering degree programs; however, evidence suggests that it is one of the most significant factors in fostering students’ confidence in their potential, particularly in the context of distance education. Consequently, the main objective of this research was to examine the relationship between professors’ emotional mediation and the academic self-efficacy of engineering students. The study adopted a quantitative, correlational, and non-experimental cross-sectional design. Participants included 152 engineering students enrolled in virtual courses, aged between 18 and 45; 100 were male and 52 were female. All participated voluntarily and anonymously. Results indicated a significant, strong, and positive correlation between professors’ emotional mediation and the development of academic self-efficacy (r=0.669, p<.001, Z=0.809). Women scored higher on emotional mediation, participants aged 31–45 showed higher academic self-efficacy, those who both work and study scored higher on both variables, and systems engineering students perceived greater emotional mediation.

The role of the teacher remains a fundamental element in higher education learning, particularly considering that emotional management in the classroom can contribute to the development of specific professional skills. Therefore, the main objective of this research was to examine the relationship between teachers' emotional mediation and the analytical skills of engineering students. A quantitative, correlational design was employed with a sample of 154 engineering students from various majors in Lima, Peru, aged between 18 and 42 years (96 males, 58 females). Results revealed a positive, significant, and large correlation between emotional mediation and analytical skills. Female students and older participants (aged 31–42) scored higher on both variables. Students who combined work and study obtained higher scores in analytical skills. No significant differences were found according to engineering major; however, differences emerged by study modality: online students exhibited higher scores in both emotional mediation and analytical skills.

This study describes the characteristics of social entrepreneurship led by women engineers, considering their motivations, barriers, strategies, and contribution to sustainable development. Using a positivist quantitative approach with a non-experimental cross-sectional descriptive-correlational design, two complementary samples were used: a main sample (n = 240) of women from all engineering programs (cycles V to X) and a complementary sample (n = 110, including 62 women and 48 men) from Industrial Engineering students. Two five-point Likert scale instruments were applied to measure female entrepreneurship and social entrepreneurship. Results show that the six motivational dimensions present means above 4.19, with the strongest association between innovation and self-efficacy (ρ = .68). The most significant finding is the paradoxical effect of barriers on entrepreneurial intention: women engineers with higher barrier perception show significantly higher entrepreneurial intention (d = 0.70, p < .001), suggesting a resilience mechanism. Gender equity emerges as the only dimension with significant sex differences (d = −0.52). The sociocultural environment constitutes the widest structural gap (1.30). The study demonstrates that the intersection of engineering, gender, and social entrepreneurship constitutes a research object that cannot be reduced to any of its components separately.