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.

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.

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.

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.

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.