Conference Agenda

In this work, the electrochemical corrosion behavior of a 2.25Cr–1Mo low-alloy steel was systematically evaluated in 0.5 M aqueous hydrochloric acid solution under different temperature and agitation conditions. Tests were performed at 25, 45, and 65 °C under stagnant conditions, as well as at 25 °C under controlled agitation of 350 and 700 rpm, using aerated solutions. Potentiodynamic polarization (PDP), linear polarization resistance (LPR), electrochemical impedance spectroscopy (EIS), and electrochemical frequency modulation (EFM) techniques were used for electrochemical characterization. The results show that, under all evaluated conditions, the steel exhibits an active dissolution regime, without the formation of a stable passive region. The increase in temperature significantly accelerates corrosion kinetics, with corrosion rates increasing from approximately 1 mm·year⁻¹ at 25 °C to values ​​on the order of 12–16 mm·year⁻¹ at 65 °C, depending on the electrochemical technique used. Agitation of the medium at 25 °C also increases the corrosion rate, although its effect is less dominant than the thermal effect. Nyquist plots obtained by EIS exhibit a single depressed capacitive arc, consistent with a process controlled primarily by charge transfer at the metal-solution interface. Furthermore, EFM tests show causality factors close to theoretical values, confirming the reliability of the determined kinetic parameters. Comparison of corrosion rates obtained using different electrochemical techniques demonstrates good agreement between the methods. These results provide relevant information for evaluating acid attack on Cr–Mo steels during industrial chemical cleaning processes and for optimizing operating conditions to minimize corrosion damage.

This study examines the relationships between institutional justice, psychological capital, and sustainable commitment in university students, using a gender-differentiated structural equation modeling (SEM) approach. Data from 233 students (131 women, 102 men) were analyzed using maximum likelihood estimation. The results reveal that institutional justice significantly predicts psychological capital (β=0.68, p<0.001) and sustainable commitment (β=0.42, p<0.001). Psychological capital mediates 45.5% of the total effect (VAF=0.455). The multigroup analysis revealed significant gender differences: women showed stronger trajectories from institutional justice to psychological capital (β=0.72 vs β=0.63, Δχ²=5.87, p<0.05) and from psychological capital to sustainable commitment (β=0.55 vs β=0.46, Δχ²=4.32, p<0.05). The model fit indices were excellent (χ²/df=2.15, CFI=0.96, TLI=0.95, RMSEA=0.045, SRMR=0.038). These findings contribute to understanding how perceived equity in academic institutions influences students' psychological resources and pro-environmental behaviors.

Objective: To systematically analyze the existing scientific evidence on the impact of microfinance on poverty reduction in developing countries, based on studies published between 2015 and 2025. Microfinance comprises a set of financial services (credit, savings, insurance, and payments) aimed at low-income individuals who are excluded from the formal banking system. Method: This study adopts a qualitative approach using documentary analysis techniques. The PRISMA method was applied, identifying a total of 153 studies in the initial search, of which 20 were selected. The inclusion criteria considered the most relevant studies on the topic published between 2015 and 2025 and indexed in the Scopus database. Results: Evidence from various studies is presented, highlighting the influence of microfinance on poverty reduction. The discussion reflects different perspectives and positions reported in the literature. Conclusions: Microfinance constitutes a relevant tool, although not sufficient on its own, for poverty reduction, particularly in rural contexts and among vulnerable populations in developing countries. However, microfinance should not be regarded as a universal solution to poverty, but rather as a complementary component within a multidimensional development approach. The evidence suggests that its impact is greater when integrated with capacity-building strategies, entrepreneurial education, access to basic services, and macroeconomic stability.

In a highly competitive organizational environment, trained human capital emerges as the fundamental pillar to ensure operational efficiency and sustained institutional success. Based on this premise, the present research aimed to determine the incidence of staff training on job performance in the Administrative Area of a public hospital in Lima during 2023. Through a quantitative approach with an explanatory scope and a non-experimental, cross-sectional design, a sample of 127 administrative employees was evaluated using questionnaires with high internal consistency, validated by expert judgment and with Cronbach’s Alpha values of 0.868 and 0.892. The results obtained through linear regression analysis demonstrated that training has a direct and significant effect on job performance (p < 0.05), with a coefficient of determination R² = 0.552, indicating that 55.2% of the variability in performance is explained by the training actions received. Dimensional analysis revealed that the personal development plan had the highest incidence (R² = 0.565), followed by acquired knowledge (R² = 0.372) and the identification of training needs (R² = 0.305). The study concludes that the systematic strengthening of competencies and the planning of professional growth are critical factors that optimize productivity and service quality, enabling hospital management to respond resiliently to the demands of the Peruvian health sector.

The education of adolescents constitutes the principal structural basis for the strengthening of society; accordingly, within the framework of university-led community service, an educational project focused on technological knowledge of renewable energy sources was developed and implemented with beneficiaries from Colegio Fiscal Modesto Carbo, with the objective of training eighth-grade students (first year of secondary education) in the use and comprehension of sustainable energy sources. As part of a training-of-trainers program, eight interactive face-to-face sessions of one and a half hours each were delivered, in addition to asynchronous activities addressing the following topics: the energy crisis in Ecuador, fossil fuels and pollution, and renewable energy technologies (solar thermal and photovoltaic energy, wind energy, tidal energy, wave energy, geothermal energy, biomass, and hydropower). The methodological approach integrated active learning, problem-based learning, and service-learning, supported by didactic prototypes, audiovisual materials, and pre- and post-assessments developed by university students. The project was aligned with the Sustainable Development Goals (SDGs), particularly Affordable and Clean Energy and Climate Action. The results obtained indicate a progressive 60% improvement in the understanding of renewable energy topics relative to baseline knowledge. These findings highlight that practical, active, and participatory education can strengthen knowledge and awareness of energy sustainability among adolescents

The importance of preparing students to make ethical decisions as practicing engineers is known within the industry, but little is known about how students perceive their preparedness to make these decisions based on instruction alone. This scoping literature review investigates the student perspective on ethical preparedness from engineering ethics education. The results evaluated seven peer-reviewed publications from ERIC and Scopus databases over the last ten years focused on undergraduate engineering ethics education. Findings indicate three prevailing themes from the student perspective: (1) varying confidence in complexity, (2) limited technological literacy, and (3) disconnected professional roles and responsibilities. This review highlights the need for intentional classroom interventions that bridge the gap between student uncertainty in ethics and equipping them for the ethical bounds of the profession.