We live in a world undergoing radical and complex changes, both naturally and due to human influence. These challenges increasingly demand a holistic, sensitive, multi-perspective, inclusive, and multidisciplinary approach. Notably, there remains a significant underrepresentation of women in various fields, especially in the hard areas of engineering, science, and technology. This research aims to achieve two main objectives through a case study: to increase interest in Science, Technology, Engineering, and Mathematics (STEM) among middle and high school students, and to motivate university students in these fields through personal and academic mentoring processes. The research employs a qualitative approach and follows a case study methodology that includes understanding the context to design the program, outlining its developmental stages, defining the stakeholders involved, assessing results at each stage, and establishing it as a replicable model. The qualitative findings reveal that interest in education among girls remains high even when their circumstances traditionally deter them from pursuing higher education. Additionally, female university students in STEM, after understanding the realities faced by women and girls in vulnerable areas, share their passion for their studies and often continue participating in mentoring activities throughout their academic careers, sometimes for over two years, to benefit and inspire these younger girls.

Ingenuity and curiosity are characteristics that define engineers. The need to understand the world and how things work is vital to be motivated to innovate, create, and transform the world that surrounds us. Universities have the responsibility and commitment to prepare engineering professionals to be able to face the challenges of our rapidly changing world by preparing them with a set of competencies (knowledge, abilities, attitudes, and values). These competencies include both disciplinary and transversal competencies, such as critical thinking, the ability to solve complex problems, communication, the ability to learn by themselves, and creating innovative solutions with consideration of global, cultural, social, environmental, and economic factors. This study presents the engagement of undergraduate engineering students in research work through active learning during their capstone project at their last semester of their undergraduate program. Students from Industrial and Systems Engineering, Mechatronics Engineering, and Sustainable Development Engineering programs worked on research projects linked with external partners. The study presents how these projects were generated and planned, the projects characteristics, the projects results, and the impact this research experience had on the students. The research projects delivered the desired outcomes and provided students with a valuable learning experience, showing them their potential, and motivating them to pursue postgraduate studies and innovation and development professional roles.

Challenge-based learning (CBL) is a teaching technique that has recently been used for the development of disciplinary and transversal skills. It has the advantage of being a realistic experience that can be socially relevant and develops in students competencies currently required by employers. Searching in the SCOPUS database on the CBL experiences reported, at least until October 2023, 22% are in Engineering Education, especially in the last 4 years. In this communication, 112 CBL experiences in the School of Engineering and Sciences at the Tecnologico de Monterrey, in Mexico, were examined with reference to the design of challenges. Regardless of the origin of the challenge (university professors, training partner, mix of external experts with professors), or of the applicators, (teachers or experts of the training partner), the challenges pedagogically met the objectives of developing competencies, but none passed an evaluation on ethical, legal or certifying feasibility that the process or results could generate some social or academic inconvenience. Here we propose a reflection on the central structure of the CBL, the challenge, the relevance of its application, and the design of the challenge itself. CBL is a powerful pedagogical approach for the development of skills for the future, but care must be taken in planning so as not to commit ethical or legal infringements that compromise the development of the educational experience.

Innovation in education using technology has been increasing in recent years, particularly with the pandemic that accelerated this development process. The use of virtual and augmented reality environments allows to approach real situations in academic spaces to support the training of higher education students. This research is the continuation of a previous one, with the use of mixed reality resources, the universities participating in this research project provide funding to support educational research among their academics, in an international collaborative approach. The objective is the comparative analysis of the use of virtual and augmented realities, with an exchange of resources between universities, to study the impact on the engagement of engineering students, identifying similarities and differences. The research methodology used is mixed, with the next stages: the research planning, the logistics of implementation through the sharing of resources, the implementation of the resources in both universities, the implementation of surveys to evaluate student engagement and their experience with the resources, as well as professor observation, and the analysis of the data collected through surveys to measure the students' engagement as well as the impact of the use of the resources. The results point to the strengthening of the student's engagement with their discipline by solving the cases presented with these technological educational resources.

In recent years we have enthusiastically seen how the number of efforts to reduce the gender gap has increased. Although there is extensive research confirming the success of initiatives such as mentoring for women in STEM areas, a high percentage of those who take part in leading and managing this type of initiative are women (students, teachers, managers), and only 20% of the participants are male students and teacher, according to records of participation of these initiatives in a private university in Mexico. An anonymous electronic survey applied to male professors and students from the university willing to share with us their opinions. According to the evaluation instrument, the results were divided into the impact that taking part or not in an initiative has had to reduce the gender gap or not with respect to its gender equity perspective. Although positive results of the impact of participating in an initiative that seeks to achieve gender equity in the STEM areas in the School of Engineering and Sciences of Tecnologico de Monterrey are shown in the analyzed sample, there is also information on a small percentage that argues that they are not interested. to participate in this type of initiatives and whose perspective is that currently men and women have the same opportunities. In the same way, a point of attention is that one of the reasons for those who have not participated in any gender equality initiative in STEM areas is because the programs they have known only involve women. The purpose of this research is to measure the impact of gender equity initiatives on the perspective that men have on the issue comparing opinions of those who have had the opportunity to take part with those who have not taken part in any of them.

Collaborative Online International Learning (COIL) connects students and professors from different countries, universities, cultures, and educational models to engage in projects and coursework, working together for a common goal. By implementing this collaboration in courses that are part of the engineering program study plan, both students and faculty develop different disciplinary and transversal competencies while learning the knowledge and skills required for their specific engineering programs. In the context of engineering education, program accreditations are quite relevant to ensure the standards and quality to develop graduates that are well prepared to enter the global workforce and contribute to build a better world. This study analyzes the student outcomes of different engineering accreditation organizations to identify common student outcomes and explore the impact of COIL experiences to contribute to the development of these student outcomes. Some COIL experiences in literature report that students build communication skills, work in multicultural environments creating consciousness about different social, economic and political contexts, develop critical thinking and problem-solving competencies while proposing solutions to complex problems, among others. This study aims to investigate how COIL courses align to the development of engineering student outcomes and document COIL as a tool for this purpose, emphasizing best practices and recommendations for universities that intend to engage in this pedagogical approach.

Reducing the gender gap in universities has been an undertaken task for several years, aligned with the Sustainable Development Goals (SDGs) of gender equity. Within the culture that can favor and facilitate this change, is to have spaces where leadership in equity is present, which allows the growth of more women in positions of authority in our institutions. The case study shares the strategies of a program to create this culture in a private university in Mexico, starting with one area as a pilot program. The research methodology is qualitative in nature with three phases: design of the instrument related to elements to generate a space for leadership in equity, implementation of the design to the members of the area, analysis and conclusions with the principal strategies. The results allow the directive team to define short and long-term action plans to achieve a culture of leadership in equity, and therefore, the increase of women in leadership positions with the opportunities that arise.

The new reality demands that engineering graduates develop digital skills. Furthermore, globalization requires university students to develop global perspectives and cultural awareness to become responsible and sustainable global citizens. One of the most popular strategies in recent years, mainly due to the confinement by COVID-19, was the strategy of Collaborative Online International Learning (Collaborative Online International Learning, COIL). COIL is a voluntary association between teachers from different countries collaborating in co-constructed learning experiences to enhance international and intercultural understanding. The analysis of 10 COIL experiences between Tecnologico de Monterrey and other universities worldwide was conducted based on evaluating and developing student competencies. The students' satisfaction level has been high. Results suggest that COIL helps them to develop skills to navigate the challenges of the 21stcentury, giving them new perspectives and ways of thinking about how they relate to the world. Detected opportunity areas were specific preparation of teachers, evaluation systems, instructional design, and the assignment of digital badges to participating teachers. COIL is a powerful tool for developing the engineering skills that employers demand.

The Covid-19 pandemic demanded educators to explore new methods to provide their students with practical activities, despite the lockdown measures around the world. The use of Extended Reality (XR) technology, which includes Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR), offers special tools to transform the learning experience in engineering education with immersive environments. This study presents a comparison of the process followed to design XR resources for engineering education applications at three different universities in Latin America. The motivation of this work is to share the design experience, as well as the lessons learned and recommendations for educators that are looking into adopting XR technology in their courses. Even though the group of professors worked together along the project, the design of the immersive experience and the XR resource was different for each university according to its specific context and needs. The design process comprises the resource conceptual definition, the technological development, and the final product with academic use. The three design processes were compared to identify lessons learned, best practices, and recommendations for future XR resources in engineering education. XR technologies have a great potential in engineering education closing the gap between the classroom and the real-life practice using the principles of educational innovation.

In recent years, diversity, inclusion, and gender equity have gained relevance in society, and universities as educators have integrated it as an initiative to develop in their culture. As part of strengthening this culture a private university with 26 campuses in Mexico develops initiatives that support this culture. This study shares the common roadmap and the lessons learned from the use of the process approach (fundamental approach of industrial engineering area) in two of these programs: the first one is an institutional initiative linked to the recognition of human dignity, which impacts all its campuses, and the second is a program that emerges from women engineering students to mentor vulnerable public high school women, which inspires their growth as women and presents STEM careers as an opportunity for their professional growth. The comparison of both processes and the learning is done in its stages: (1) design of the plan, (2) definition of the stakeholders, (3) instruments used, (4) design of the operation model, (5) documentation and (6) validation. The findings are related to the reasons for the need to generate operation models for the programs: quality and warmth solid initiatives offered on different campuses, continuous improvement process and to create and strengthen an impact on the culture of equity, inclusion and diversity. Students and professors of the industrial engineering career are key players in the success of the design as well as stakeholder involvement. Also, the development of instruments (interviews, focus groups, or participatory meetings), and the feedback from the main users, should be present throughout the whole process. Different methods and tools of the process approach were used and helped to generate operating models that are currently in use, helping to fulfill the purpose of each program or initiative, to create and strengthen an equitable, diversity and inclusive culture.

In August 2019, the national initiative Women in Engineering and Sciences (MIC) was launched with the objective of raising awareness and monitoring gender equity, equal opportunities and women empowerment. This project, led by a group of professors, hopes to accompany, support and join efforts, for a stronger impact within our academic community. This study presents the work of the linking committee towards the empowerment of women engineers through linked experiences. The methodology of this work includes: 1) integrating a multi-campus team to work in the engagement and linking committee, 2) identifying internal efforts towards the empowerment of women, as well as external efforts in companies, organizations and other universities through research and interviews, and mapping the networking ecosystem 3) analyze the information to identify key partners for collaborative projects, and 4) create a community by implementing Lean In circles (leanin.org) and replicate the project at other campuses. The work done and the reflections hope to be a roadmap and source of inspiration to other engineering institutions working towards a culture of gender equality and women empowerment.

Several studies suggest that women are inspired by female role models. Observing women with successful development in their profession inspires other women to pursue professional growth as well, even in STEM areas, where there is less female participation. This research presents a successful case of a program with two differentiating characteristics: the use of social networks to present a group of female leaders like a role model in STEM, and an international strategic link. The objective of the program was to strengthen women leadership in the STEM educational environment, as well as to identify the determining factors for this strengthening. In the webinar program developed over a 6-month period, more than 700 people were impacted, with more than 22,000 views. Through feedback surveys and data regarding audience obtained from the webinars transmitted by social networks, the impact and needs of teachers were shown. The results indicate that the majority of the audience teaches classes in elementary and middle levels, however, it is observed that teachers from all educational levels participated. The presence of female role models teaching in STEM programs and their extensive experience in current social happenings are two elements that favor interest and participation in these events.

In recent years, global efforts to generate a culture of gender equity have been made. However, in Latin American countries, these efforts have been insufficient in the presence of the latent reality of inequality and violence suffered by women. Faced with this reality, universities should not be distant from this environment, so initiatives have been developed that impact women and this culture of gender equity, especially in the academic area. The purpose of this research is to determine the variables that directly affect the engagement of public high school students in their development and empowerment as women and to awaken their interest in STEM areas, and the personal impact in undergraduate students of STEM areas about equity gender and social responsibility. The methodology is of a mixed nature: 1) design of Mentoring Program and workshops in STEM and Gender equity, and research́s methodology planning; 2) integration of the leading team, 3) implementation of the program with public high school women students, undergraduate students, and women teacher of STEM areas; 4) preliminary evaluations through beneficiary surveys, reflection blogs with undergraduate students and interviews with a sample of student mentors and mentor teachers; and 5) data analysis and exploration of the replicability of the model on another campus. Among the preliminary findings with high school women students are: a) a high interest in topics of STEM careers (despite not being in the specialty in high school), b) resources limitations and time restrictions due to their reality and c) a personal discovery through the interaction of undergraduate women students and women teachers, both as mentors. Despite the circumstances, it was decided to develop it because this reality cannot wait to seek a change, and it is the women helping other young women that can make possible the cultural and social change.

Gender equity and inclusion have been relevant topics in the agenda of the companies, organizations and universities. As a university and particularly with engineering, science and technology programs, it is relevant to implement actions that encourage this culture of gender equity in a STEM environment. The main initiatives are related to mentoring programs, which seek to develop and empower women through women themselves. The research aims to identify the factors that influence the impact generated by the mentoring process in the different stakeholders: teachers, researchers and high school students. The mentoring model is composed of three key elements: (a) massive session with life testimonies of engineering and science students, (b) massive session with the testimonies of mentors and mentees, and (c) the mentoring sessions in small groups or one-to-one. The methodology is of a mixed nature and is composed of 4 stages: (1)design of the mentoring program based on the research of literature review and interviews with companies that has experience in mentoring programs, (2) implementation of the mentoring program with high school students and women STEM professors mentors, (3) evaluation of the impact of the program with interviews with mentors, observation, focus groups with mentors and mentees, and surveys, (4) definition of the impact factors and improvement areas of the program. The findings in the different stages allowed to integrate the factors that impact the mentoring process and its involved stakeholders. Some of the factors that influence the impact of the mentoring program are: the role of the mentor and its characteristics, the mentee profile, its commitments and interests, the impact of the life testimony both professional and personal, the type of needs that arise for the mentees and for the mentors, the time of attention, and the interaction.

In this rapidly changing world, universities must innovate in the way they teach and prepare students to face life's challenges. To be successful, people must be agile learners with high resilience and frustration tolerance to recover quickly from adversity. With this in mind, a new educational model based on the development of skills through active and collaborative learning was defined at Tecnologico de Monterrey. This study shows the results of a Rube Goldberg Machine Massive Challenge for first-year engineering students of different programs. The students worked in teams to design a Rube Goldberg machine that could be installed and run in a limited time, meeting specific requirements. Several teams competed simultaneously to achieve the goal while the audience watched and encouraged them. The results suggest that this challenge was an innovative event that helped students improve their tolerance for frustration and resilience. Students enjoyed the challenge and recommended it for future freshmen as a fun learning experience.

The opportunity to bring real experience to the classroom in order to promote active learning and student engagement is achieved through extended realities as virtual reality (VR). The use of VR cases in engineering education has promote a flexible learning space (real industrial facilities) and the increasing of the students´ motivation. This research had the objective to evaluate the impact of using VR cases versus using traditional cases in two different campi of a private university, in the same academic course during 2 weeks. The methodology has 3 phases: (1) case design with VR and with the traditional paper case format, (2) application of the cases (VR and traditional) in two groups (no control group, it was the same group). (3) Results analysis based on observations, direct surveys, and students reports. This experience contributed to understand the dynamics of the case methodology under two perspectives: students and professors. While real experience, innovation, and fun represent the student’s perspective using VR to understand layout facilities and work design as real application concept, from a professor’s perspective this experience derived in more student engagement, critical thinking and systemic perspective. In addition, the process to develop VR cases was for itself an interesting challenge from academic and industrial possibilities, but allows us to develop active learning in-and out- of the classroom.

Applied Academics is both a trend within pioneering educational institutions as well as a demand from the current generations of students at all levels. The first semesters of an engineering curricula focus on developing a solid theoretical basis in Mathematics, Physics and Programming before becoming immersed in practical projects. Therefore, first-year engineering students usually struggle to visualize the practical applications of their studies. Advancing towards an educational model based on competencies, the following workshop was an effort to increase engineering students' engagement and to launch their development at a first stage. This interactive workshop was designed and implemented in an introductory engineering course where students were able to understand how a Star Wars BB8 commercial prototype droid is built and how it works. This droid worked as a great example of a well-known robot that integrates the different disciplines of the engineering programs involved in the workshop: Mechanical, Industrial, Automotive, Electrical, and Mechatronics. More than 600 freshmen took this workshop, which resulted in satisfactory outcomes. Results suggest that this kind of activity will prevent the abandonment of engineering studies. Students were really engaged in the workshop and showed curiosity and interest in understanding what was inside the famous robot and how it worked, given its innovative design. The students enjoyed the experience and realized the main differences between the engineering disciplines involved according to their application in this practical example. This workshop also helped them to reaffirm their decision on an Engineering Major and to motivate them to become skilled to be able to create this kind of technology.