Conference Agenda

This research evaluates the valorization of low-density polyethylene (LDPE) and polyethylene terephthalate (PET) waste through co-pyrolysis to obtain liquid fuel. The study analyzed the influence of temperature (500–600 °C), particle size (5–20 mm), and operation time (2–3 h) in a fixed-bed reactor under an inert atmosphere. Results from individual pyrolysis indicated that LDPE achieved a maximum liquid fuel yield of 77.45% w/w at 600 °C, with 5 mm particles and 3 hours of operation. In contrast, PET pyrolysis did not generate significant liquid fuel, producing mostly carbonaceous solids (up to 68.25%) and oxygenated waxes due to its complex aromatic structure and high oxygen content. In co-pyrolysis (1:1 mixture), no liquid fuel was obtained, though waxes (2.38% w/w), gases (50.50% w/w), and solids (47.12% w/w) were produced. It is confirmed that the presence of PET inhibits liquid formation due to its thermal stability and tendency to fragment into gaseous compounds and heavy carboxylic acid. Nevertheless, a synergistic effect was identified where LDPE acted as a hydrogen donor, moderating PET acidity and facilitating the formation of a hybrid wax with aliphatic chains and oxygenated group. The study concludes that while the linear structure of LDPE favors its conversion, PET requires additional strategies, such as the use of catalysts, to improve liquid yield.

The use of agroindustrial waste represents an environmentally friendly and economically useful strategy. This study addressed the limited use of lucuma seeds, as well as grape seeds, for obtaining functional oils. Supercritical CO2 extraction was applied under different pressure and temperature conditions, also evaluating environmental indicators such as atomic efficiency and mass productivity. The results showed variable yields: 2.83% in lucuma (31.6 MPa atm and 318 K) and 6.8% in grapes (45 MPa and 333 K). Atomic efficiency reached 0.85 and mass productivity 0.325, with the cleaning of lucuma seeds identified as a critical stage due to its high effluent generation. Overall, the findings confirm the technical and environmental feasibility of the process, which is emerging as a cleaner alternative to conventional methods and is geared towards the sustainable use of non-metallic materials of biological origin

This study examines an educational experience implemented in an introductory physics course for engineering students, focused on developing the competency to explain the functioning of engineering systems based on principles of natural sciences. The instructional design combined project-based learning with immersive technologies through the collaborative construction of an electric Go-Kart, complemented by the use of VirtualSpeech, an AI-supported virtual reality platform incorporating conversational agents and automated feedback to support technical communication. A descriptive–exploratory research design was adopted to characterize student engagement and competency-based performance within this authentic learning environment. Two complementary instruments were employed: the RCEE-A rubric to assess written technical argumentation and the UWES-9 scale, adapted to the educational context, to measure student engagement. The results indicate high levels of student engagement and generally strong performance in technical explanation and argumentation at the end of the project. Rather than establishing causal effects, the findings provide descriptive evidence of how the integration of project-based learning, immersive virtual environments, and AI-supported conversational interaction can support engagement and scientific reasoning in early-stage engineering education.

This paper presents an educational innovation based on an interactive web application developed in Python and deployed online using Streamlit, aimed at reinforcing the learning of vector algebra in first-year engineering students. The activity focuses on practicing basic algebraic operations with vectors in two and three dimensions, including conceptual knowledge. The application is designed according to an active and adaptive learning approach, in which students progress through successive levels. If a response is incorrect, alternative versions of the same-level problem are generated, allowing students to retry without penalty. To evaluate the impact of the activity, a pre-test and a post-test were administered, including procedural problems, open questions and Likert-scale items. The intervention was implemented in seven first-year engineering groups, summing a total of 155 students. The comparative analysis of pre- and post-test results shows that the average score increased by 7.15 points and that the dispersion of the data decreased, indicating a more homogeneous level of understanding among students after the activity. Additionally, the students perception highlight their preference for the use of interactive applications, emphasizing that such tools make the learning process more engaging and interesting.

This study analyzes the relationship between study time, academic engagement, and student performance in the Mathematics I course among students who use the ALEKS platform across different campuses of the Universidad Tecnológica de Honduras. By observing patterns of dedication and progress, key factors influencing learning effectiveness were identified. The results indicate that time invested in the platform contributes to academic performance; however, its impact depends on the level of student engagement and how learners manage their study time. The findings show that simply increasing the number of hours is insufficient; rather, consistency, organization, and the quality of the work performed are decisive elements of academic success. The study highlights the need to promote differentiated pedagogical strategies and early support mechanisms that strengthen adaptive learning and student participation.