Conference Agenda

Currently, among the main dependencies identified by the WHO, a new technological one has emerged related to mobile phone use—a phenomenon that has been the subject of study in multiple contexts. In this regard, the adaptation and validation of the Mobile Phone Dependency Test is proposed. Methodologically, a quantitative, cross-sectional, explanatory study was conducted with a sample of 229 university students aged 18 to 24, who voluntarily and freely participated under informed consent. The study obtained a statistical reliability of 0.80 using Cronbach’s Alpha and identified a factorial structure composed of three factors—withdrawal, control, and tolerance—as represented in the original scale but in a reduced 15-item version, supported by a Confirmatory Factor Analysis (CFA) for this adaptation. At the results level, the model fit measures were favorable for the short Spanish-language version. Factorially, tolerance associated with usage showed higher scores compared to the other two factors, confirmed by a statistical mean of 3.76/5. However, it is suggested to broaden the sample spectrum, as the scores are sensitive to sample size—a limitation not considered critical for this study but rather an opportunity for future research.

A proposal for a University‑Based Medical Science Technology Park (PTU‑CM) for Honduras as a strategic bridge between biomedical research and market deployment. Using an exploratory design that integrates a 2009‑2024 literature scan, benchmarking of five Latin‑American science parks, and 12 semistructured interviews with government, industry, and university stakeholders, we outline an architecture grounded in triple‑helix theory and open innovation. The park is organized into three synergetic zones: translational research, tech entrepreneurship, and specialized services; coordinated by a tripartite governance board. A ten‑year discounted‑cash‑flow model projects an NPV of USD 3.2 million and an IRR of 18%, remaining positive under ±10% sensitivity tests. Forecasts include 30 patents, 50 certified prototypes, 25 startups, and ≈ 600 new jobs. Health‑system benefits comprise a 60 → 24‑month cut in technology adoption cycles and a 5% reduction in imported medical equipment costs. The framework details intellectual‑property sharing (70/20/10), sustainability mechanisms, and safeguards against regulatory, fiscal, and brain‑drain risks. Overall, the PTU‑CM offers a replicable, financially viable model of university‑industry technology transfer for upper‑middle‑income settings, with strong potential to advance public‑health outcomes and regional economic diversification.

This systematic mapping evaluated the impact of digital technologies on the development of entrepreneurial competencies within engineering education from 2020 to 2025. Following PRISMA protocols, 752 Scopus records were screened and 48 studies that met the specified criteria were ultimately selected. The findings confirm that technologies such as artificial intelligence, augmented/virtual reality, educational platforms (Moodle, Coursera), industrial simulators, 3‑D software (AutoCAD, SolidWorks) and project‑management tools (Trello, Asana) strengthen key skills—decision‑making, creativity and leadership—by creating immersive environments aligned with Industry 4.0. The most effective instructional approaches were Project‑Based Learning, collaborative learning and the flipped classroom. Adoption is most advanced in the United States, the United Kingdom and Singapore, whereas Latin America shows only initial developments. The main barriers include limited infrastructure and faculty resistance. The study concludes that the strategic integration of these tools improves academic performance and accelerates the development of entrepreneurial skills, recommending regional empirical studies and institutional policies to facilitate access and faculty training.

This study compares two independent educational interventions in Panama aimed at fostering entrepreneurial competencies through sustainability challenges, active learning, and digital fabrication. The first intervention involved final-year industrial engineering. They designed and fabricated sustainable products using recycled HDPE. It incorporated flipped and mirror classroom strategies, circular economy principles, green entrepreneurship, and technological innovation. The second intervention engaged secondary school students in public schools through Design Thinking, challenge-based learning, and basic CAD/CAM training to address local sustainability issues aligned with the UN Sustainable Development Goals.
Both programs employed pre- and post-intervention assessments, including diagnostic tests and competency self-assessments, to evaluate learning outcomes. In higher education, knowledge acquisition demonstrated large and medium-to-large effect sizes (Cohen’s d = 0.90 and 0.74), while key entrepreneurial competencies, interdisciplinary collaboration, strategic thinking, and future-oriented contextualization showed significant gains (d > 0.8). In secondary education, all assessed competencies, including teamwork, innovation, sustainability awareness, and technical skills, displayed large effect sizes (d > 0.8), with particularly robust gains in CAD/3D printing skills and creative problem-solving.
Despite differing contexts, both interventions effectively promoted sustainability-oriented entrepreneurship. These results underscore the value of integrating digital fabrication and active methodologies across educational levels to cultivate entrepreneurial mindsets and empower students as proactive, socially responsible changemakers.

This research aims to remove heavy metals from Acid Mine Drainage (AMD) using activated carbon from coffee waste. To do this, 0.5 g, 1 g, and 1.5 g of biochar were applied in triplicate in 250 mL beakers each; the tests were conducted at 15-minute intervals for a total time of one hour. The results showed the initial presence of copper (3.9185 mg/L), zinc (18.2 mg/L), and iron (0.215 mg/L); after the treatment process, the final concentrations were 0.0155 mg/L, 1.49833 mg/L, and 0.0309 mg/L, respectively. Additionally, an increase in the average pH was recorded from 4.77 to 7.67, achieving a neutral pH. These results demonstrate that coffee biochar, due to its high porosity when activated, has a remarkable absorption capacity. Ultimately, 99% copper, 85% zinc, and 91% iron were removed, confirming the high efficiency of this activated agroindustrial waste and meeting Environmental Quality Standards.

The purpose of this study was to analyze the relationship between critical thinking and social entrepreneurship in undergraduate students of a private university in Lima. Under a quantitative, applied approach, with a non-experimental and correlational design, we worked with a non-probabilistic convenience sample of 100 students. Two validated questionnaires were used: one to evaluate critical thinking, structured in the dimensions of analytical and argumentative capacity, and another to measure social entrepreneurship, composed of five subcompetencies: personal, leadership, social innovation, social value and entrepreneurial management. Data analysis was performed using SPSS v.26 software. Since the Kolmogorov-Smirnov normality test indicated a non-normal distribution (p < 0.05), Spearman's correlation test was applied. The results revealed a positive and significant correlation between critical thinking and social entrepreneurship (ρ = 0.717), as well as with each of its dimensions, highlighting social innovation (ρ = 0.607) and personal subcompetencies (ρ = 0.588) as the most associated. These findings show the importance of strengthening critical thinking as a key cross-cutting competency in university education, as it promotes essential skills for entrepreneurial action with social impact.

Selecting a specialization is a pivotal decision for computing students, as it significantly shapes their academic progression and future career prospects. However, many students struggle with this choice due to generic advising methods and a lack of personalized support. Traditional academic advising often fails to account for students’ unique interests, skills, and long-term career goals. Research shows this can lead to uncertainty and a mismatch between their academic paths and professional aspirations. This study investigated the development of a gamified artificial intelligence (AI)-powered application designed to assist second-year computing students at a Jamaican university, who select their major in that academic year. The application used AI and fact/rule-based logic to assess student competencies to deliver personalized recommendations based on student interests and goals. Gamification techniques such as interactive challenges, role-playing simulations, and feedback loops were also applied to increase engagement and motivation to enhance decision-making confidence and improve the advising experience. Prior to development, the study employed student surveys and faculty interviews to assess the platform’s potential usability and effectiveness. This novel approach to academic advising by merging gamification with engaging learning strategies aims to transform how students navigate specialization decisions in dynamic and evolving computing fields.