Conference Agenda

This study analyzes the impact of ICT-mediated cooperative methodologies on the argumentation dimension of quantitative reasoning, a critical aspect in the development of academic skills in the context of higher education. With the aim of evaluating how these strategies impact the argumentative skills of students at a university in Lima, a quantitative approach and a quasi-experimental design were adopted. A sample of 132 students was divided into an experimental and a control group, and an assessment test with a rubric was applied to measure argumentation, along with a checklist to record the implementation of cooperative methodologies with ICT. In the pretest, both groups showed low and similar levels in the dimension evaluated; however, in the posttest, significant differences were observed: the experimental group showed a marked reduction in the percentage of students without a level and a considerable improvement in the “process” and “outstanding” levels, which was confirmed by the Mann-Whitney U test (p < 0.05). In conclusion, the application of cooperative methodologies using ICT significantly favors the development of argumentation in quantitative reasoning, providing evidence for the improvement of pedagogical practices in technological environments.

Providing feedback in engineering programs through virtual platforms presents significant challenges in terms of clarity and interpretation. Students may understand messages in diverse ways, which can affect their academic development and their understanding of their own study abilities. For this reason, the primary objective of this research was to analyze the statistical relationship between formative feedback and the academic self-efficacy of engineering students in virtual learning environments. This study employed a quantitative, correlational, and non-experimental design. The sample consisted of 175 engineering students enrolled in virtual courses, aged between 18 and 45 years, with 102 male and 73 female participants. All took part anonymously and voluntarily. The findings indicate a positive, significant, and strong correlation between formative feedback and academic self-efficacy (r = 0.553, p < .001, Z = 0.623). This pattern was also consistent in the correlations between their respective subdimensions. Female students and students who combine work and studies presented significantly higher scores in both main variables and their dimensions. Younger students obtained higher scores in formative feedback and its dimensions. No significant differences were found based on academic semester. The implications of these findings within the virtual learning environment are discussed.

This study aimed to analyze the effect of Industry 4.0–oriented Digital Competencies on Green Employability Intention among future engineers in the agroindustrial sector of Peru’s Northern Macro-Region, while also assessing the direct effect of University–Industry Linkages (UIL) and its moderating role. A quantitative approach was applied using a non-experimental, cross-sectional, explanatory design. A 12-item Likert questionnaire was administered to 384 students enrolled in the 7th to 10th academic cycles, and hypotheses were tested through Structural Equation Modeling. Measurement results showed strong psychometric properties (high factor loadings, reliability α/ω=.89–.93, AVE>.67, and adequate discriminant validity) and the structural model exhibited satisfactory fit (CFI=.965; TLI=.958; RMSEA=.052; SRMR=.041). Findings supported that digital competencies positively and significantly predicted green employability intention (β=0.35; p<.001), and UIL also had a significant positive direct effect (β=0.28; p<.001). Importantly, UIL moderated the main relationship (β=0.18; p=.001), strengthening the effect at higher linkage levels (β=0.53) and indicating a functional threshold around 2.90. It was concluded that green employability intention was shaped by the joint contribution of digital capital and institutional connectivity. Recommendations included embedding measurable environmental challenges into Industry 4.0 training, expanding internships and joint projects with firms, and prioritizing partnerships with organizations demonstrating verifiable sustainability practices.

The objective of the study was to determine the perceived academic and socioeconomic factors that influenced the choice of a professional career. The research was conducted with a sample of 317 students from two public universities in southern Peru. Data were collected through the administration of a questionnaire consisting of two main sections: academic factors influencing career choice, which included multiple-choice questions about course preference and difficulty in secondary education (Mathematics, Language and Communication, Physics and Chemistry, Biology, Social Sciences, etc.), and the socioeconomic factor. The data were processed using descriptive statistics, including frequencies, percentages, and cross-tabulations. The results reveal that students tend to choose careers in which their preferred secondary school subjects correspond to fields where the perceived level of difficulty is low or moderate, and that subjects considered highly difficult are not central to the chosen career. The choice of a professional career is a multifactorial but hierarchical process: personal vocation is the primary factor, followed by another important factor, which is family influence.

Abstract– Purpose: Student persistence in engineering constitutes a multidimensional phenomenon that transcends traditional academic performance indicators. This study aimed to systematically analyze the scientific literature on psychological factors associated with student persistence in engineering programs. A systematic review was conducted following the PRISMA 2020 protocol, searching Scopus, ScienceDirect, and ERIC databases within the 2020-2025 timeframe. From 685 initial records, 65 studies were included in the qualitative synthesis. Results identified six main psychological factors: self-efficacy (64.6%), sense of belonging (58.5%), academic motivation (47.7%), engineering identity (36.9%), psychological well-being (29.2%), and academic satisfaction (24.6%). High methodological robustness evidence documented significant associations between self-efficacy (β=0.31-0.48) and sense of belonging (β=0.28-0.42) with persistence. The findings conclude that psychological factors demonstrate greater explanatory power than traditional academic indicators, providing an evidence-based foundation for differentiated institutional interventions targeting underrepresented populations in engineering education.

Keywords: student persistence, self-efficacy, sense of belonging, engineering education, systematic review

The educational environment experienced in the classroom can enhance learning and skill development in future engineers, but it can also have a negative impact during their professional training process. Therefore, the main objective of this research was to analyze the relationship between the educational environment in the classroom and the cognitive skills of engineering students. A quantitative paradigm was followed, with a correlational scope and non-experimental design. The sample consisted of 159 engineering students from Lima, Peru, aged between 18 and 45 years, including 94 males and 65 females. All participated anonymously and voluntarily. The results indicated a positive, significant, and and moderate correlation between the classroom environment and cognitive skills (r = 0.468, p< .001, Z = 0.508), with the same pattern holding for the analytical, critical, and creative dimensions. Female students showed higher scores in the classroom environment. Younger students had a better perception of the educational environment and higher critical thinking skills compared to their older peers. University students who simultaneously work and study presented higher scores in all cognitive skills and no significant differences were reported according to the type of engineering.