Substance use disorders (SUDs) pose a major global health burden, with current treatments often lacking in personalized assessment. Emerging research links SUDs to gut microbiota changes that influence brain function, drug response, and relapse. This study used computational bioinformatics to analyze 163 gut microbiota samples (16 S rRNA data from NCBI) from individuals with alcohol (AUD, 30 samples), opioid (OUD, 42 samples), and cannabis use disorders (CUD, 43 samples), plus Inflammatory Bowel Disease (IBD, 48 samples) as a dysbiosis reference. Firmicutes and Bacteroidota were dominant, with CUD showing high Bacteroidota and IBD high Firmicutes. PCA and clustering indicated overlapping microbial profiles in SUD and IBD, suggesting shared dysbiosis. AUD samples formed a distinct cluster. Key phyla (Fusobacteria, Campylobacteria, Actinobacteria, Patescibacteria, Bacteroidota, among others) linked to imbalances were identified via effect size analysis and machine learning. These findings highlight the potential of microbiomebased diagnostics and bioinformatics in developing precision therapies for SUDs.

The rapid development of artificial intelligence (AI) technologies is transforming many fields, and engineering education is no exception. As engineering disciplines increasingly integrate complex problem-solving and analytical skills, the need for fostering critical thinking among students has become one of the most desirable outcomes in higher education. Critical thinking implies having the ability to analyze a problem, evaluate evidence and construct arguments. The aim of this work was to explore the potential of AI as a tool to enhance critical thinking and learning outcomes in a biochemistry course for engineering students. During the course, students develop a research-based project in which they attempt to propose a strategy for cancer treatment based on biomolecules and other course topics. The instructions of the project integrated ChatGPT as an information gathering tool where the intention was to assess the students' ability to critically analyze the quality of the information obtained and compare the information with traditional databases. Learning was determined by means of a standardized test and the results were compared to a control group. A survey was conducted as a data collection instrument where criteria associated with students' perception regarding the integration of AI in the course were assessed. Exam grades were significantly higher in the AI group ($85.3 \pm 10.03$) compared to the control group ($78.4 \pm 14.55$), with the difference being statistically significant ($p=0.031$). Regarding the survey, only a few students considered the information provided by AI tools to be completely reliable (12.7 %). Most students held neutral views on the ethics of using AI, reported moderate use of these tools and believed AI partially helped improve their academic performance. Additionally, students felt that AI provided motivation and helped improve the quality of their projects. Most students found it necessary to verify the information obtained from AI tools. They also believed AI made it easier to generate ideas for their projects and simplified project development. Furthermore, they expressed a desire to work on more projects incorporating this type of tools from the start, and almost all students wanted their professors to train them in using AI as part of their academic development. This suggests that students generally perceive AI as a useful tool for enhancing creativity and simplifying the project process. By integrating AI into research projects, engineering students can gain valuable assistance across various stages of the research process, from planning and data analysis to communication and critical reflection, ultimately enhancing their problem-solving skills and learning outcomes.

Gamification is a process of adding game elements to change the learning method and improve the results. This educational innovation activity has the main objective of impacting Biotechnology and Chemical Engineering students' comprehension about biomolecules for the Fundamentals of structure and properties of biomolecules subject in the third semester of their careers by immerse them in a gamification-type activity where they carried out different biomolecule identification activities through 3D printed structures that they previously reviewed theoretically in class. This activity was conducted in the winter semester of 2021 and 2022, where 139 students were divided into the experimental and the control groups. The rally development consisted in four stages as it follows: the challenges design for each rally station where the selected ones were to put together the atoms sequence to form an amino acid, to identify the components of a cell membrane, to represent the movement of the ions in the sodium potassium pump, and to find a biomolecule in the campus with provided clues. Once the challenges were chosen, the material was made by 3D printing and then the competition rally took place and the winning team with the shortest finishing time was named in a ceremony. To evaluate the students' knowledge retention, an argumentative exam was applied and the participants' perception was estimated by a Google form. The learning activity had a significant impact on the performance of the course with a p-value of <0.01, and according to the evaluation, the students consider that this type of activity helps them to retain concepts and information.

This paper explores the introduction of problem-based learning (PBL) in Biomedical Engineering at Tecnologico de Monterrey, comparing experiences from 2014 to 2019 between medical and biomedical engineering students. Medical students consistently outperform biomedical engineering counterparts, attributed to higher admission standards. Despite minor improvements in biomedical engineering grades, the differences remain statistically insignificant. Initial challenges for students involve adapting to a self-directed learning model. Biomedical engineers excel in cell biology compared to biochemistry courses. Students recognize PBL's benefits in acquiring theoretical knowledge and facing intellectual challenges, emphasizing its value in biomedical engineering education. We conclude that PBL implementation should be considered in other engineering courses.

This work aimed to impact the student's integral training through non-traditional laboratory activities to address fundamental challenges in preserving native plant species and through community interaction. The study evaluated the perception of 31 students of the biotechnology engineering degree in the in vitro Experimentation course by introducing a problem-solving teaching methodology through field experimentation and traditional laboratory plant tissue culture activities. Several strategies were established to preserve plant native species in the region of Jalisco, Mexico, by conducting disinfection, establishment, and in vitro micropropagation processes. During the process, the students interacted with the local community to contextualize the importance of the preservation and propagation of native species, the impact on the region's ecology, and reducing the adverse effects of climate change. Students' perceptions were evaluated through surveys using a 0–10 scale assessing satisfaction level, concepts' understanding, impact on their professional development, social responsibility, motivation to participate in activities related to environmental sustainability, and the contribution to their personal and professional development. The results indicated 96.8% satisfaction with implementing community activities. Besides, 93.8% considered that the activity significantly impacted their understanding and helped to connect theoretical concepts with practical activities. In addition, 96.8% of the students indicated that the activity generated a positive impact, and 93.6% felt motivated to participate in similar activities in the future. Additionally, 96.8% stated that the experience improved their personal development and ability to address societal and environmental problems. Overall, our findings suggest that students can apply theoretical concepts in authentic situations, acquiring skills directly relevant to the challenges faced by their communities and promoting a hands-on experience directly applied to environmental issues.

Service-Based Learning (SBL) is an educational approach that integrates theory and practice by linking academic learning with the practical application of engineering skills in community service projects. In engineering education, this approach seeks to provide students with meaningful experiences that contribute to the well-being of society while developing their technical and professional skills. The aim of this project was to compare the effects of conducting a research project based on real community needs focused on solving a social problem related to the consumption of addictive substances and brain damage. This project was carried out with senior students of chemical and biotechnology engineering in collaboration with a non-governmental, non-profit organization (NGO) focused on the treatment and prevention of addictions in marginalized communities. During the winter semester of 2023, undergraduate bioengineering students with a specialization in pharmaceutics had different moments of interaction with the NGO. The students developed a research project and a supplement proposal and presented the results of their research to community members, who evaluated the functionality, the degree of innovation of the proposal, and the students' ability to disseminate scientific information in their community. Learning was determined by means of a standardized test compared to a control group. To determine motivation, the MUSIC inventory of academic motivation was applied, and a survey of community members was used to evaluate the research project. Data analysis was conducted using the Shapiro-Wilk normality test and the Mann-Whitney test. Experimental and control group exam results were compared. The results suggest that the experimental group exam result was higher (p-value = 0.002). Students reported that they felt highly motivated by the research project, especially in the categories of usefulness, success, and interest. In addition, students reported interest in continuing the research project in the future and continuing to investigate social issues. The community considered the project innovative, perceived that the students were involved in the project, and considered the research proposal useful for its users. Our results suggest that the application of SBL projects promotes the interest of students in research, enhancing theoretical knowledge, but also fosters the growth of social awareness and interpersonal abilities. Furthermore, by emphasizing the moral use of technology to enhance people's lives and solve social and environmental issues, SBL encourages social responsibility in engineers.

The COVID-19 pandemic has significantly impacted educational systems worldwide. During confinement educators were forced to make drastic changes in their teaching dynamics, where online resources were used to replace face-to-face activities and interactions. Due to an increase in vaccination rates schools are gradually re-opening, this led to the following question: How can we design and implement a chemistry lab-based course that could incorporate in-person and at-home students simultaneously? The aim of this study was to compare the effect of a hybrid chemistry lab (HL) to a virtual chemistry lab approach (VL) in students learning, engagement, and the development of essential competencies in engineering. The didactic intervention was conducted during the spring semester of 2021, where 220 students from 10 different branches of engineering were assessed. The HL class was divided into 2 groups: students who took the course remotely, and students who attended the laboratory to carry out face-to-face experiments. Four different protocols that consider hands-on experiments were included in both groups. The experiments were modified to be completed at home using simple, non-dangerous, and readily available materials. Results were compared and analyzed in python (v3.8.0), where a p < 0.05 value was considered statistically significant. Results shows that HL groups obtained higher grades and a greater understanding of the material; additionally, the development of competencies improved by 15%. The majority agreed that the course contributed to improve their skills regarding applied chemistry in the lab. Students considered they actively participated in practical work and interacted with people applying class contents. The HL allowed students to achieve competencies sought out for in this chemistry course. The use of hybrid models offers flexibility in the learning process while allowing students to be prepared for future challenges in the post-COVID era.

One of the Biotechnology Engineering (BE) education pillars is to train students to be committed to protecting the quality, safety, and efficacy of bioproducts, promoting respect and professional responsibility. This leads us to the following questions: How to make students aware of the fundamental ethical aspects of clinical research? This project's main objective was to immerse students in a real-life scenario where they designed and submitted a clinical research protocol to an Institutional Review Board (IRB). We assessed the development of ethical sensitivity and technical knowledge through this experiential learning strategy compared to a conventional learning method. The didactic intervention was conducted in the fall semester of 2018 (PBD18) with senior BE students, and we compared the results with a conventional learning method on different groups. For PBD18, the activity included the following: a team project consisting of the design, IRB submission, execution of a basic clinical protocol, technical report, final presentation, and an individual essay. All groups were evaluated with an exam. The project presentation was graded and evaluated by faculty members. PBD18 students designed two randomized non-invasive clinical protocols that were IRB approved and recruited 60 healthy subjects. The IRB presentation was a formal, dynamic, and fulfilling experience. This activity prepared them to perform the presentation for faculty evaluators better than other groups (p<; 0.001). In terms of knowledge, groups' grades were significative different (p =0.039). By including research projects associated with experiential scenarios, students were sensitized on bioethical principles in clinical research. Students' interaction with the IRB allowed lifelong learning, making the assignment more challenging and meaningful.