This paper explores the application of a novel pedagogical methodology that integrates gamification and LEGO-based activities to teach sustainability in engineering and design education. The methodology was implemented in two groups-one composed of engineering students and one of industrial design students-in Mexico. The study analyses the effectiveness of this approach in fostering systems thinking, negotiation skills, and a comprehensive understanding of sustainability. The findings suggest that this method can significantly enhance students' engagement and understanding of complex sustainability concepts, providing a replicable model for sustainable education in diverse contexts.

This study presents an advanced educational intervention conducted in the Fundamental Mathematical Modeling (MA1028) course for first-semester engineering students. By integrating sophisticated mathematical modeling techniques with prototype design and construction, students actively engaged in applied research processes. This approach not only strengthened technical competencies but also fostered interdisciplinary collaboration, developed transversal skills, and embedded research principles into foundational engineering education. In this project, students applied advanced mathematical frameworks using MATLAB to model physical systems and SolidWorks for structural design. Prototypes were constructed with cutting-edge 3D printing and laser-cutting technologies, enabling students to transform theoretical models into practical solutions, thus reinforcing both analytical and hands-on skills. Exposure to civil engineering literature, particularly in bridge construction, broadened their understanding of real-world applications of mathematical principles. A distinctive aspect of this initiative was fostering an environment centered on applied research. Interaction with civil engineering experts provided students with technical guidance and practical insights into structural design, bridging academic theory with industry practices. The intervention divided the class into a control group, focused solely on theoretical problemsolving, and an experimental group that also engaged in physical model construction. Evaluations revealed that the experimental group achieved superior mastery in specific and transversal competencies, including problem-solving and interdisciplinary collaboration. This educational model underscores the value of early research engagement, equipping students with a researchoriented perspective crucial for tackling the complexities of an evolving engineering landscape. The results confirm the profound impact of applied research in developing engineering competencies and preparing future professionals.

In this article, we present the innovative results achieved by successfully integrating smartphone sensors and mobile technology into online teaching of differential equations, with a focus on engineering students. The outcomes of this methodology reveal significant benefits, including increased motivation and active participation among students in the experimental group compared to the control group. The proposal of this innovative approach is based on an effective combination of experiential learning and the practical application of tools such as Physics Toolbox Sensor Suite and MATLAB. This approach enriches students' learning experience and translates into notable improvements in their academic performance. Students demonstrate heightened engagement and motivation by being able to directly relate the theory of differential equations to practical applications and real-life situations. The methodology used represents an evolution in online mathematical education, making differential equations accessible and applicable to all students, paving the way for a more effective and motivating online education.

In this article, we present the results of a study carried out in Engineering modeling through a dynamic systems class with engineering students from Tecnologico de Monterrey, México, where we applied challenge-based learning for 10 weeks. The implemented methodological process consisted of carrying out 4 laboratory practices and comparing the experimental results obtained regarding the results obtained in terms of the algebraic solution and by numerical methods, as relevant information of this method was the final elaboration of an argumentative text that allowed to arrive at the most objective truth possible. The research design was quasi-experimental, where two different teaching methods were compared using control and experimental groups applied in other groups. The results obtained allowed us to validate that the use of challenge-based learning in engineering modeling classes using dynamic systems (mathematics) made it possible to eliminate the difficulties presented by students both to understand the need for demonstrations in mathematics and to perform them. Challenge-based learning made it possible to avoid the trend of algorithmic mathematics in the classroom, avoiding the mechanical knowledge of formulas and their routine application, allowing students to solve problems of different levels of complexity, evaluate various technologies, and, above all, with openness in the search and implementation of relevant alternatives in the transformation of professional practice.