Learning experiences with autonomous and multi-cultural teams are relevant for the future because the composition of the groups and engineering working environments are becoming more ethnically, culturally and linguistically diverse. This paper analyzes of the sentiments generated through learning experiences created for autonomous and multicultural teams. The generated knowledge is helpful for students, academicians and administrators to align expectations and improve management, execution and feedback in learning experiences of this kind. The data was gathered from students' logbooks and written feedback from academicians who participated in two implementations of a summer engineering program at three universities in Malaysia, Mexico and Thailand. The key findings are: 1) the sentiment journey patterns of students and lectures, 2) sentiments from lecturers are manifested in students weeks later, and 3) confidence is the sentiment with the greatest tonality in learning experiences among autonomous and multicultural teams in this learning context.

This paper presents a novel framework for self-organized learning environments implemented for a virtual summer program conducted jointly by two universities involving fifteen students from various engineering majors and countries. The framework comprises eight elements: competency-centered, challenge-based learning focused on sustainable development goals, self-organizing teams, domain frameworks such as cultural awareness and disciplined agile exploratory lifecycle, self-assessment, competency evaluation, academicians as coaches and consultants, and feedback by appreciation and coaching. The framework assessment consisted of initial and exit surveys. The survey results indicated that the students demonstrated improvements in multicultural perspective, intercultural communication, and working in multicultural teams.

Studies on the impact of emotions on learning have focused primarily on using and understanding emotions close to joy and happiness to improve human experiences. However, little is said about apparently emotions, such as disgust, anger, sadness and fear and their uses and benefits within the academic teaching environment. In this study, we used a chatbot as a companion to give feedback that would evoke negative emotions. The study produced promising results for enhancing learning processes using negative emotions.

Professional ethics as a social requirement leads universities to rethink ethics education schemes in their curricula to provide graduates with expertise in the ethical exercise of their professions. This paper describes an Ethical Competency Development Framework (ECDF) that enables undergraduates to develop their skills to resolve conflicts of interest and ethical problems in their professions. After that, we examine the results of applying the ECDF framework in a learning experience called Semester i: Consolidating an IT Department. From Fall 2017 to Spring 2021 there were eight semester offerings of this learning experience involving a population of 139 students. We found that the ECDF helps students develop high-performance thinking in ethical competency. For future work, we will continue gathering data from this learning experience. We hope the ECDF framework will be a model for the development of ethics in other undergraduate programs.