Teaching science through graphs is an essential strategy to enhance students' understanding of kinematics concepts, yet many learners struggle with interpreting graphs due to specific difficulties, including confusion between intervals, slopes and heights, and graphical representations. This study explores how modifications to visual elements in graphs-specifically color changes to axes and graphic areasaffect students' gaze behavior and engagement with key concepts. Using an eye-tracking device (Tobii Pro X2-60, 60 Hz), two conceptual problems from the widely used Test of Understanding of Graphics in Kinematics were presented to two balanced samples of 12 students each in both original and modified formats. The experimental design measured visit counts (VC) and total fixation duration (TFD) in four areas of interest (AOI): the problem, axes, graph, and response areas. Results indicate that modified visuals significantly increased visual attention on critical elements such as axes and graphic areas. For the slope-related exercise, modified graphics elicited higher visits and fixation times, suggesting that color changes influenced students' problem-solving strategies. Similarly, for the area-under-the-curve exercise, modified visuals directed students' attention more effectively to relevant graph elements. These findings underscore the importance of thoughtful visual design in guiding student focus and understanding, providing actionable insights for developing more effective educational materials and teaching strategies in STEAM education.

The gender gap in the technology sector remains a global challenge, and Colombia is no exception. From an economic and social point of view, women have been considered a vulnerable population in the technological field. This article explores how short programming courses (bootcamps) can serve as a viable alternative to increase women's participation in technology. Through qualitative research conducted with five coding schools in Colombia, this study analyzes the actions and initiatives that have contributed to improving gender inclusion in these programs. The results highlight key factors that motivate women to opt for short courses, such as their flexibility and practical approach and their positive impact on female employability. One finding of this research is that the impact of bootcamps is measured by dropout/retention and employability metrics, especially for vulnerable populations, as part of its business model. However, significant challenges were also identified, such as cultural and structural barriers that limit access and retention of women in these initiatives. The study concludes that while bootcamps provide a practical alternative pathway to bridge the gender gap in the tech industry, it is necessary to strengthen inclusion policies and design more comprehensive strategies to ensure their long-term sustainability.

In recent years, research has emphasized a widening skills gap between job requirements and graduate qualifications. This gap hinders university-to-industry transitions, exacerbating unemployment and talent shortages. Tecnologico de Monterrey introduced TEC21 in 2019, an educational model emphasizing challenge-based and competency-based learning to tackle these issues. A qualitative research design with semi-structured interviews was used to explore the college-to-work transition experience of ten third-year engineering students. The present research reports their perceptions during internships regarding the gains and tools enhanced by the educational model toward improved performance at professional practice within the industry. We analyzed the seven transversal competencies postulated by TEC21. As a result of this exploratory study, participants reported that this model could be considered effective training for improved internship performance. Results included the competencies that students identified as relevant to their professional practice and their level of proficiency in each competency (incipient, intermediate, or advanced). Beyond the limitations of the research, these results contribute to the broader discourse on bridging the gap between academic and industry competencies and highlight the need for incorporating continuous improvement systems to increase the adaptability of the educational models to the fast-evolving requirements of Industry 4.0. Moreover, they could inspire other higher education institutions to implement similar methodologies to keep up with the changing demands of the labor market and continue to be a driving force for societal improvement.

The scope of an argumentative evaluation allows for evaluating comprehension, conceptual understanding, and similarity with the answer of an expert in the field, in this case, STEAM. Teachers have assessment resources, with some risk of bias. An automated assessment tool, based on AI can objectively identify relevant didactic aspects, previously established. This paper investigates how the argued responses of 244 engineering students to an acceleration problem are formed, analyzed from 1) their similarity with the response of an expert by the AI tool and 2) their level of understanding (I-IV), in the light of SOLO taxonomy, by a group of expert teachers in the teaching of Physics. The findings of this work show that: 1) the tool calculated that the average percentage of response similarity with an expert is 44%, 2) the group of teachers reported that the prestructural (I) and relational (IV) levels of understanding obtained the highest percentage in the evaluation of the average and instantaneous acceleration, followed by the prestructural and unistructural levels in the characterization of the acceleration. The integration of results broadens the perspective of evaluation and analysis of the conceptual understanding achieved by the students since it quantifies how much their answers are aligned with that of an expert. Moreover, the levels of understanding of the concept of acceleration are displayed. In this way, the use and combination of this AI tool contribute to a better understanding gaps and conceptual difficulties in first-year engineering students.

In recent years, the speed of technological advances has forced us to innovate with greater agility. Augmented Reality (AR) has notched an important place in learning due to its increased accessibility to the public and the actors in the educational process. Innovation in education requires using this technology, so academic institutions have shown interest in developing technological applications that support learning processes. There are disciplines in which content development using AR is still an area of opportunity. This work has two purposes: 1) Present an overview of AR's progress and benefits, understood from the professors' and students' perceptions and needs, and 2) present a research proposal in the Operations Research (OR) area for Industrial Engineering students using an educational application of AR. This proposal's research question was: What is the degree of satisfaction of Industrial Engineering students with the Augmented Reality application used in decision-tree practices? This study's findings present a) the students' perception and feedback on Augmented Reality, and b) the need for an interdisciplinary teaching approach.