The rise of immediacy culture, emphasizing instant gratification, has led to students disengaging from taking ownership of their learning, fostering passive environments. This study addresses the issue by building students' confidence in autonomous learning through strategies that cultivate intrinsic motivation. The research aimed to assess students' motivationconfidence and satisfaction-in self-directed learning. An activity was implemented in a sophomore-level Statistics and Experimental Design (DOE) course to promote student-led learning. Teams of 4-5 engineering students designed trivia video games using Game Builder Garage (GBG) on the Nintendo Switch (NS) over one week. These games, featuring DOE-based questions, were intended to help peers prepare for the final exam. Each student generated 10 questions throughout the course, with teams selecting the best ten for their games. The activity culminated in a peer-reviewed competition and a live trivia match. Student motivation was evaluated using an adapted version of Keller's IMMS questionnaire in a PRE-POST experimental design ($\mathrm{n}=55$) analyzed via paired t-tests (5 % confidence level). The findings indicated a marked improvement in confidence, while satisfaction remained unchanged. Both confidence and satisfaction are two of the four dimensions of motivation outlined in Keller's ARCS model, which forms the basis for the Keller's IMMS questionnaire used in this study. This gamification approach-having students create, not just play, educational games-fostered ownership, engagement, and responsibility, enhancing confidence in learning independently, even in technical subjects like DOE.

The development of intercultural competencies enables individuals to have appropriate knowledge and understanding of diverse cultures and to interact and relate effectively in different multicultural settings. This document aims to present the status of a doctoral thesis investigating the advancement of intercultural and global competencies in university students using a Metaverse that fosters international collaboration. A status report is presented regarding the review of literature and the sequential-explanatory design of a mixed methodology for collecting both quantitative and qualitative data. The objective is to use the findings to propose an innovative, technologically based educational model that enhances intercultural competencies in higher education students.

Education within universities should consider the promotion of training activities aimed at training people who are creative, innovative, enterprising and aware of their environment and needs. The purpose of this paper is to present the preliminary results of the piloting of three instruments for a methodological proposal aimed at measuring the level of mastery scaled by students of undergraduate and graduate courses, in terms of social entrepreneurship skills. Thus, the instruments were validated through various strategies such as expert judgement, non-participating observation, statistical validity and reliability. Furthermore, the piloting takes place within the framework of a mixed method, since the data collection instruments were the focus group, the questionnaire and the semi-structured interview. The sample participating in the validation was different, depending on the instrument piloted: focus group (n =5), questionnaire (n =98) and interview (n =4). Finally, the contributions of this work can be of value in studying social entrepreneurship.

Emerging technologies such as virtual reality and mixed reality are an educational resource that attracts students' attention and increases their interest in the content presented. The application of this technology to a MOOC course makes the proposal to motivate students really interesting. This paper presents the proposal and design of a MOOC course on social entrepreneurship that integrates virtual reality and open educational resources. Furthermore, the methodology used in the course is based on the Learning Environment Modeling Language (LEML). This makes it really attractive to the public, while improving the traditional content of a training course. Finally, the main findings and implications of the training course on competence in social entrepreneurship and its relation to the development of Sustainable Development Objectives are discussed.