Conference Agenda

In the admission process for engineering faculties, the predominant selection method is evaluation through multiple-choice items. Under the premise that high scores positively correlate with academic success, it is imperative to have robust and reliable instruments. However, given the evolution towards Society 4.0 and 5.0, these processes must integrate advanced technologies and inclusive approaches that mitigate discrimination.

This paper presents the initial phase of the MicroCell project, aimed at defining preparatory strategies for Education 2030, focused on reducing academic deficiencies detected through the selection process. The study centers on the design and validation of an assessment model based on an unbounded item bank, analyzing its quality and robustness as a placement tool. The results demonstrate that this format not only maintains the technical integrity of the exam but also effectively neutralizes random response bias. Thus, the proposal serves not only for selection purposes but also as a diagnostic tool to implement personalized academic actions that enhance the future engineer’s performance.

Leadership should be conceived as a natural process that becomes visible within organizations where interactions among individuals occur organically. Culture is one of the factors that influences the understanding and practice of leadership, hence the importance of promoting a culture of leadership since engineering school. The development of leaders should be embedded as a curricular component within the educational system, as leadership constitutes part of the social fabric and depends on various constructs that shape cultural systems. Hence, this research aims to develop a model that defines leadership in the professional development of engineers in South America. Results propose curricular strategies for training engineering students. This study proposes a quantitative, explanatory research design. A non-probabilistic sampling method was used with data from 15 organizations in two South American countries. The sample comprised 234 participants. Findings highlight that most engineers self-identified with transformational leadership styles. No statistically significant differences were found in transformational leadership when it was analyzed by engineering discipline or gender. However, the hierarchical level did present a significant distinction. Regarding transactional leadership, the data indicated meaningful differences across disciplines, particularly in agriculture and civil engineering, where higher mean scores were observed for transactional leadership-related items. Finally, the analysis revealed that transformational leadership contributes significantly to extra effort, and contributes to effectiveness and satisfaction. In contrast, transactional leadership did not show statistically significant contributions to any of the outcome constructs.

Technological innovations should be the foundation for improving the living conditions of societies. Engineers are responsible for this task, and they are trained in institutions that must develop retention mechanisms to prevent student dropout, as a significant number of engineering students abandon their studies for various reasons. One of these reasons, where schools have control and can make a difference, is academic performance. In this case study, the impact of the PERMA model on student achievement in recent years within a competency-based training program has been measured, concluding that there is evidence of improved classroom performance, as measured by the learning assessment process.

Engineering classrooms are becoming increasingly more complex and culturally diverse, presenting new challenges for engineering instructors. Research suggests cultural differences can positively impact learning outcomes, such as enhancing problem-solving and critical thinking skills. However, engineering programs often lack opportunities to integrate educational strategies that enhance students’ ability to collaborate across diverse backgrounds and prepare them for the global workforce. This paper examines the application of Hofstede’s cultural theory in educational settings and its role in leveraging cultural awareness in engineering classrooms. The study reviewed 225 articles published between January 1983 and July 2025 and identified 76 that met the inclusion criteria. Findings provide an overview of how Hofstede’s theory has been employed in education and has positively influenced the study of culture in engineering education. The framework, however, has also encountered criticism from differing epistemological perspectives on culture. The literature supports the utility of Hofstede’s theory in understanding social systems, particularly higher education structures, student and faculty behavior, social interactions, and organizational development. To effectively address cultural complexities, academics and administrators must understand cultural dimensions and contextually assess their application, thereby enabling the creation of academic policies and curricula that maximize the advantages of cultural diversity. The growing presence of multicultural students, faculty, and a globalized engineering workforce calls for engineering programs to structure policies and curricula to appreciate cultural differences and equip students for international professional environments.

First-generation undergraduate students, those whose parents have not completed a bachelor´s degree, represent a priority population for equity-driven initiatives in higher education. This study presents a multidimensional profile of first-generation students graduating in the class of 2025 at a private university in Latin America, with the objective of identifying areas of opportunity to define institutional strategies that support student well-being, academic success, and early career development. First-generation students (N=243) were compared with the overall graduating cohort (N=4316) across different dimensions including gender, place of origin, academic school and program, financial aid, international experience, cumulative GPA and academic distinctions. Descriptive statistics, GPA distribution analysis, and chi-square tests of independence were employed. Results show that first-generation students, who represent 5.63% of the graduating class, exhibit academic performance comparable to their continuing-generation peers. Statistically significant but small associations were found between first-generation status and gender, place of origin, and international experience, while no meaningful differences were found in financial aid receipt or academic honors. Overall, the findings challenge deficit-based narratives and highlight the importance of targeted institutional strengths-based initiatives, particularly in expanding access to high-impact experiences such as studying abroad.