COIL (Collaborative Online International Learning) has shown effectiveness in the development of transversal skills, as well as supporting the understanding of global issues and preparing students to face the challenges of a globalized world. In this research, the authors report evidence of the development of four transversal skills: teamwork, creativity, social ethics and reflection. The activity analysed exemplifies a student-centered learning environment because the essence of COIL is to provide learning to undergraduates while they carry out a project in international teams. The COIL activity we describe was carried out in MarchApril 2024 among students from three universities. 57 students from 8 nationalities and 18 different areas of knowledge were involved. The design was consistent with SDG 8 decent work and economic growth, and SDG 10, reducing inequalities. Through AI of text and feeling analysis, we found that the social ethics competence is strengthened. For the teamwork competence, students state that the ice breaker activities favour the organisation and performance of the team. In terms of creativity, this was worked during the icebreaker and the results have been above expectations. Finally, in the reflection, the students have shown that this experience has changed them and has helped them to obtain or improve skills that will help them in their professional future.

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 perception of mathematics as a complex and inapplicable subject among social science undergraduates has been a persistent issue in higher education. This lack of engagement and motivation towards mathematics can hinder the students' ability to effectively participate in the Globalized and Knowledge Society. This study aims to contribute to the solution of this problem by analyzing their perception when learning mathematics through contextualized problems in their professional practice. The results show that learning mathematics through contextualized problems in professional practice improves the perceived usefulness of mathematics by social science undergraduate's, potentially increasing their engagement and learning motivation toward the subject. Moreover, the study found that both conventional analysis and analysis using data mining techniques complement each other, although both approaches lead to similar conclusions. Conventional qualitative analysis provides a deeper understanding of the data, while text analysis holds the advantage of analyzing large datasets, but its interpretation heavily depends on the researcher's expertise.

Establishing a context for the application of knowledge, developing their sense of belonging, and using materials that play a social role in their lives engage undergraduates and makes them core of their own learning. However, this is complicated to achieve in courses without laboratories or under restrictions due to COVID-19 pandemic. Current work reports the implementation and impact of EDU Movies, a student-centered learning asynchronous activity to generate learning scenarios using fiction movies. It was carried out in the Ecological Processes for Human Development online course with 57 undergraduates (29 females and 28 males) enrolled in different programs. EDU Movies addressed the topics of environment, sustainable development and ethics and citizenship. To measure the impact, the participants perceptions were gathered using a survey and their answers were analyzed using statistics and text analysis. The evidence shows that over 69% of the students perceived that the movies were a great aid for learning the topics, particularly for female undergraduates.

Three of the most reported strategies for students with disabilities (SWD) along their stay in higher education institutions include adapting changes in management and facilities through protocols that focused on Admission, Retention and Graduation. These strategies are important, although they do not guarantee full inclusivity during the teaching, learning and evaluation process. In this work, through a qualitatively methodology, we describe the perceptions of inclusivity of five lecturers, eight undergraduates and one SWD in science courses for Computer Systems Engineering. Furthermore, we report one successful experience to design an inclusive evaluation in a Mathematics course. The evidence found in this work suggests that the center of every protocol for SWD should be focused on Attention, as a new and longer stage. This stage includes e.g. teacher training, inclusive curriculum (for teaching and evaluation), student service and university extension programs, and inclusivity-focused research. Our purpose is to address this experience to the engineering community and promote the establishment of policies towards a more inclusive higher education system.