Conference Agenda

Low graduation rates and high dropout rates remain persistent challenges in STEM programs worldwide, often associated with a combination of demographic, academic, and institutional factors. While many studies focus on individual-level predictors of student success, fewer approaches analyze academic trajectories from cohort and organizational perspectives.

This study examines student academic trajectories in engineering programs at Universidad Austral de Chile using anonymized institutional records from 2004–2015. The research combines database technologies, statistical analysis, visualization tools, and Social Network Analysis (SNA) to identify structural patterns within student cohorts. Semi-structured interviews with academic stakeholders are conducted to interpret these patterns and relate them to institutional practices and program characteristics.

The analysis reveals distinct structural patterns in students’ academic trajectories across engineering programs and recurrent configurations associated with retention and dropout dynamics. Network-based visualizations highlight differences between programs and support discussions with stakeholders, enabling deeper insights into mechanisms influencing student progression.

These results illustrate how network-based analysis can complement traditional approaches to studying academic trajectories and contribute to emerging curricular analytics methodologies that support data-informed curriculum management and institutional decision-making.

This study analyzes the effectiveness of academic tutoring programs in undergraduate engineering and technology programs at Universidad Ana G. Méndez (UAGM), Puerto Rico. Using a quantitative methodology, a structured survey was administered to active students from various engineering disciplines to assess their perceptions of tutoring’s impact on academic performance, retention, and personal development. Results indicate that most students who participated in tutoring programs reported significant improvements in content comprehension, grades, and academic motivation. However, areas for improvement were also identified, particularly in terms of accessibility and sustained academic support. The study concludes that tutoring is an effective tool for supporting student success in demanding academic fields, provided it is well-structured, delivered by trained tutors, and supported by consistent institutional monitoring. Strengthening these programs is recommended as part of institutional strategies for student retention and holistic development.

Transnational education (TNE) presents opportunities to adapt and refine engineering laboratory teaching across diverse cultural and institutional contexts. This study examines the development and implementation of redesigned civil and electronic engineering laboratory practices delivered to undergraduate students in China. The work explores how structured, concept-centred, and culturally responsive laboratory design can support engagement, inclusivity, and conceptual learning in large-cohort practical settings.
A design-based research methodology was employed, enabling iterative refinement of laboratory interventions through cycles of implementation, observation, and evaluation. Data were gathered through facilitator reflections, structured observations, student focus groups, learning artefact review, and learning analytics. The redesigned laboratories incorporated scaffolded digital guides, role-based peer collaboration, formative micro-assessments, and concept-first experimental sequencing.
Findings indicate that highly structured laboratory scaffolding reduced cognitive load and improved workflow efficiency, while concept-centred experimental activities strengthened connections between theoretical knowledge and experimental evidence. Inclusive participation mechanisms, including rotating team roles and multimodal feedback channels, broadened student engagement and supported diverse learning needs. Student feedback highlighted improved confidence in applying engineering principles and increased awareness of uncertainty and variability in experimental practice.
The study contributes evidence-based design patterns for scalable laboratory teaching within TNE environments and highlights the importance of culturally responsive instructional design. The findings provide a foundation for future adaptation of large-cohort laboratory models across international engineering education contexts.

Digitalization in technical education demands interactive tools to address the challenges of Industry 4.0. This study aimed to evaluate the impact of a virtual laboratory implemented in Chamilo to improve learning in basic computer science. Methodologically, a quantitative approach with a quasi-experimental design was employed. The sample consisted of 528 graduate students in technical and professional education from two Latin American countries, divided into an experimental group that used the virtual laboratory and a control group that received traditional instruction. The results revealed highly significant differences (p < .001) after the intervention. In the conceptual dimension, the experimental group increased its median score from 4 to 8 points. Regarding procedural and applied skills, students moved from levels of uncertainty or neutrality to expressing “Strongly agree” with their technical mastery. It is concluded that the study achieved its objective, demonstrating that the virtual laboratory is an effective tool for standardizing competencies and enhancing academic performance in postgraduate learning environments.

The present document offers an analysis of evaluations by supervisors at internship sites and self-assessments by Industrial Civil Engineering students at the Temuco Campus of the Universidad Autónoma de Chile during their pre-internship and professional internship periods in the summer of 2024–2025. This analysis is supported by Microsoft Copilot and GPT-5. The objective of the initiative is to identify progress in students' competencies during their final years of study. This contributes to the continuous improvement of the graduate profile and its integration into the program's curriculum. A substantial degree of consistency and advancement were evident from the fourth to the fifth year, with mean differences per competency amounting to less than 0.15 points. The socio-emotional competencies of adaptability, positive attitude, teamwork, responsibility, cooperation, and integration were consolidated as strengths in both periods. Meanwhile, the technical-instrumental competencies progressed from the fourth to the fifth year. However, room for improvement was identified in advanced tools, time management, technical communication, initiative, and applied creativity. The integration of artificial intelligence (AI) capabilities has enabled the expeditious processing and synthesis of a substantial volume of quantitative and qualitative data. This has facilitated the identification of patterns and the formulation of well-supported conclusions. These findings are of significant value for the contemporary and prospective graduate profile, thereby enabling graduates to effectively address prevailing workplace challenges.

Today's world faces frequent global challenges due to human, environmental, and technological factors. Multidisciplinary collaboration in engineering, science, and technology programs aims to generate innovative solutions to increasingly complex problems. Soft skills promote collaboration on complex, multidisciplinary projects. Effective communication, agile project management, and facilitation skills are essential for meeting project, challenge, or problem objectives. A qualitative case study at a private university highlights the development of soft skills through interdisciplinarity. Senior engineering students work collaboratively to solve real challenges, enhancing their communication and teamwork abilities, and recognizing their own and their peers' strengths. Participatory decision-making methodology and technology help students develop these competencies and solve the real-world challenges, which will benefit their future careers. The methodology is qualitative approach, using the case study method to analyze two generations of students from different engineering programs in a multidisciplinary course, with a challenge-based learning strategy, developing soft skills. The instruments used were reports with reflections linked to the lessons learned and proposals obtained as a team, as well as the evaluation of soft skills. Analysis of the results allows us to observe how students learn to value social skills from the perspective of different academic programs while also becoming aware of their own abilities (both disciplinary and personal), leading them to find innovative solutions to the challenges they face.

The accreditation of engineering programs is a foundational process that ensures the quality and relevance of education by aligning program components with professional and regulatory criteria and standards. The process involves the evaluation of curriculum content, learning outcomes, educational objectives, staff expertise, and available resources. Institutions that demonstrate academic excellence and meet these criteria are granted international recognition. To effectively manage the simultaneous accreditation of multiple engineering programs, it is essential to implement structured planning, utilize standardized tools, and maintain consistent communication. A centralized approach to process coordination is vital, utilizing common reporting templates and a shared institutional timeline that establishes clear milestones for evidence of preparation and validation. Regular coordination meetings have been demonstrated to facilitate continuous progress monitoring and problem-solving, ensuring that all programs maintain a steady pace toward accreditation goals.

Addressing challenges such as increased faculty workload and fragmented evidence systems is crucial for the success of the accreditation process. The implementation of clear and standardized templates, the explicit distribution of responsibilities, the availability of ongoing training, and the consolidation of evidence in a centralized repository have been identified as effective strategies for improving the manageability of the process and ensuring the consistency of documentation. These measures have been shown to facilitate compliance with accreditation criteria and to strengthen institutional capacity for future accreditation processes. A culture of continuous improvement and collaboration is promoted by these measures.