Achieving quality education is fundamental to enhancing individuals' lives and fostering sustainable development. By 2030, it is anticipated that the percentage of students attaining basic literacy levels by the end of primary school will rise from 51% in 2015 to 67%. In Mexico, 13.8% of young people face educational disadvantages, underscoring the urgent need for improvement. In this context, Industry 5.0 encompasses the collaboration between advanced technologies–such as Artificial Intelligence (AI)- and human expertise, including educators and students, to enhance the efficiency of teaching and learning. This paper aims to propose and validate a five-step methodology that integrates Design Thinking, Design of Experiments, and Artificial Intelligence to address a real-world challenge presented by a non-governmental organization (NGO). The challenge involves designing, constructing, and validating individual chairs and tables for 14 girls aged between 3 and 8 years, who are in vulnerable situations in Torreón. The research was conducted during the Design of Experiments for Engineering Innovation course at Tecnológico de Monterrey, involving 57 second-year engineering students. Students employed a$2^{\wedge} \mathrm{k}$factorial design to optimize materials and structures, while AI tools enriched the processes of ideation, visualization, and prototype validation characteristic of Design Thinking. This methodological combination fosters innovation and sustainability in applied engineering. The findings demonstrate students' deep understanding of the significance of integrating these three approaches to tackle realworld problems with substantial social impact. First, significant differences were found in the level of understanding before and after the course regarding the Design Thinking ($\mathrm{d}=-1.875; \mathrm{p}< 0.05$), Design of Experiments ($d=-2.232; p<0.05$), Sustainability ($\mathrm{d}=-1.142; \mathrm{p}<0.05$), and Artificial Intelligence ($\mathrm{d}=-1.143; \mathrm{p}< 0.05$) approaches. Second, between 80% and 90% of students considered the integration of Design Thinking, Design of Experiments, sustainability, and AI to be quite or extremely useful across all dimensions. It was also observed that the learning dimensions most impacted by the proposed methodologies were innovation (96.4%), multidisciplinary work (96.4%), and the capacity to solve real-world problems (96.4%). Likewise, 87.5% of students believed that the integration of the methodologies had a significant or exceptional impact on the development of the challenge. Furthermore, this research contributes to the academic discourse by presenting a concrete case study of education in the context of Education 5.0 and Industry 5.0, highlighting novel pedagogical strategies, the adoption and integration of technology, as well as active, challenge-based, and personalized learning. It also emphasizes social and emotional development, sustainability, and collaborative partnerships. Collectively, this research offers a valuable and timely perspective on the application of Industry 5.0 in education, considering the technological evolution associated with this new industrial era.

Innovation plays a pivotal role in driving progress across various domains. However, the success of any innovation is intrinsically linked to its ability to meet the genuine needs of end-users. Innovation through empathy is a concept that emphasizes understanding and addressing the needs, desires, and emotions of people to create meaningful solutions to various situations. It involves applying the Design Thinking concept, a human-centered approach, to management practices to drive innovation and improve organizational outcomes. IDEO's Human-Centered Design Toolkit explains that, in the world of design thinking, empathy is a “deep understanding of the problems and realities of the people you are designing for.” Empathy is the ability to understand and share the feelings of others and it allows us to see things from another's perspective rather than our own. It is a crucial skill that enables social and professional relationships, develops self-awareness, and contributes to an equitable and peaceful world in accordance with the United Nations (UN). In recent years, virtual reality (VR) has emerged as a powerful instrument for enhancing empathy and understanding among individuals. Virtual reality has been employed by various organizations as a means to cultivate empathy. Based on the Multidimensional Emotional Empathy Scale (MDEES), this study measures the level of empathy in a group of 70 third-semester engineering students at a private university before and after viewing Virtual Reality videos created by the students themselves and aided by a 360 camera as well as special viewers. These videos depict a situation that elderly people might face in their daily lives, one that would render them vulnerable or put them in danger, such as mobility issues, visual impairments, hearing limitations, among others. Once such a situation was identified, they were tasked with recording a 360-degree video, which they had to prepare and edit for viewing with virtual reality goggles, and then present it to their peers. The objective of this research is to identify the increased development of empathy in students of various engineering careers in a private university through the development of virtual reality (VR) videos made by themselves.

Around 15% of the global population, with a 6% prevalence in Mexico, experiences disabilities, underscoring the imperative to address their unique needs. This study focuses on Tecnológico de Monterrey's program, ‘Design and Analysis of Experiments for Engineering Innovation’ (DAEEI), which integrates Design Thinking and Design of Experiments. Investigating the impact of this integration on empathy and user-centered prototypes, the research took place within the DAEEI course, where students designed disability-friendly furniture with significant social impact. Key competencies cultivated include problem-solving, empathy, and innovation, fostering comprehensive engineering education by bridging interdisciplinary and disciplinary knowledge. The results highlight the effectiveness of the DAEEI course, showcasing a transformative impact. Engaged in designing socially impactful furniture, students exhibit enhanced problem-solving skills, heightened empathy, and a propensity for innovative thinking. This approach positions Tecnológico de Monterrey as a pioneer in shaping socially conscious and innovative engineers, poised to meet the evolving needs of an inclusive society.

This paper shows a proposal to enhance balanced teamwork through the enrichment of the teaching-learning process with the use of technology, and with the application of agile methodologies, such as Scrum. The focus is that students work in a simulated situation using the Scrum methodology, allowing them to develop communication skills, leadership, mutual support, among others, as well as obtain timely feedback on their performance.

University education is facing a challenge, companies have evolved in several ways, students are now multi-skills, giving rise to an ecosystem-based on learning rather than knowledge abundance. This research presents the development and implementation of an immersive educational model, placing students at the center of the teaching-learning process, where the relationship with companies is of the utmost importance and they serve as educational partners. The purpose of this model linked to an educational partner is to bring students to a learning environment so that they can develop naturally the academic competencies of the course, particularly, industrial engineering competencies. From the comparison of two industrial engineering courses with different educational models where one is linked to an educational partner and the other to the use of an academic simulator, the implementation of a challenge is proposed which is an area of opportunity for improvement of the related company, so that the teaching-learning process flows around said challenge and thus observe the development of competencies. The purpose is to offer an improvement in the environment of the teaching-learning process by linking with companies and thereby increasing the academic performance of students by developing their disciplinary skills based on a real context.