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.

The gender gap in STEM disciplines remains a persistent challenge in education and professional spheres. Despite advances in gender equality, the representation of women in engineering careers is still limited. One factor contributing to the reduced interest of women in STEM careers is the lack of female role models. In this context, initiatives promoting female leadership and increasing the visibility of women in engineering are crucial to inspire and empower the next generation of female engineers. This document describes the organization, and the interactions developed during the event entitled Panel of EXATEC Women. Tecnologico de Monterrey, a higher educational institution, and a leader in engineering education, has organized this event. In addition, the impact of the event on the student community, using testimonies and survey results from participants, is analyzed. The event, which has been successfully held four times, aims to create a space for dialogue and inspiration. Here, EXATEC women women engineers who graduated from Tecnologico de Monterrey - leaders in their fields share their experiences, challenges, and achievements with engineering students. Topics of discussion include professional choices, challenges faced by women in leadership roles, key achievements, and equality of opportunities in project leadership, among others. The panel primarily focuses on female role models sharing experiences of empowerment and professional success. It inspires both male and female students. The event always maintains a spirit of cordiality and aims for a shared goal: gender equality. These events contribute to the discussion on effective strategies to reduce

This study explores the impact of an industry partner on the development of manufacturing-processes competencies in Generation Z engineering students. Driven by the expectations, Generation Z, is characterized by a preference for experiential and collaborative learning, therefore, the traditional educational model is evolving. Generation Z passed a milestone with the first generation of graduates in 2016, and is shaping the new university environments. Universities must prepare students for the real world and to be ready to step in and work side by side with other generations. To bridge the gap between academia and industry, the study introduces the concept of industrial partners from the automotive sector. Addressing two key questions: whether manufacturing process competencies can be developed in Generation Z Industrial Engineering students without a formal laboratory class and if engagement with industry partners enables the development of technical competencies. The results analysis compares the group working with the industry partner (experimental group) to a previous cohort (control group), showing that the former not only exceeds specified competencies but also demonstrates proficiency in manufacturing-processes development. The study evaluates skills charts and the use of manufacturing equipment, highlighting the positive impact of the industry partnership and a challenge-based learning. Challenge-based learning focuses on creativity and innovation. It can enhance student problem-solving skills and foster collaboration and teamwork, by addressing relevant and authentic challenges, increasing student motivation and engagement in the learning process.

This is an evidence-based paper that explores the impact of Game Based Learning (GBL) in the development of specific skills of Lean Thinking in Senior Engineering students. A card game was designed to generate discussion in situations that required problem solving skills. Later, it was implemented with 178 Senior Students of Engineering Programs in Tecnologico de Monterrey, enrolled in Fall period of 2023. The analysis of results uses a mixed qualitative – quantitative quasi – experiment, in which results present evidence of a mindset transformation of students, from considering Lean as a toolbox, to visualize it as a philosophy.