Visual literacy is essential for engineers. Technological professions have important visual characterization, both in the transmission of information and problem-solving. This means that future engineers must be proficient at communicating, thinking, and learning visually. However, engineering curricula takes partially the need to have visually literate students. The VLEE project was established to develop learning resources to enhance engineers’ visual skills and abilities. VLEE recently published the ‘Visual literacy for Engineering Education Competence Framework’, which, for the first time, addresses visual literacy learning specific to engineering. Our approach offers new opportunities for engineering students, following competency-based education, and attempts to contribute to a campus-wide collaborative effort to develop students’ communication, learning, and critical thinking skills using visual materials. This guide is considered relevant for all educators and experts in engineering education in order to help them successfully tackle the challenges that future professionals will inevitably face in the 21st century.

Technology has become an indispensable part of contemporary society. The new vision of upcoming generations is the internet of things (IoT), which has created new interaction among individuals and the environment. IoT has permeated into higher education institutions, advancing the quality of the teaching-learning experience and the ability to customize environmental parameters. In this research, the status of the Polytechnic University of Madrid, ETSIDI campus was explored based on the post-occupancy evaluation (POE) in order to assess the status of facilities and reveal the corresponding solutions for possible enhancements. The smart campus development approach is pursuant to the occupant-based framework as a way to represent and analyze occupant state, mobility, and movement in the campus through the IoT.

The inclusion of artistic-creative subjects in the Degree in Industrial Design Engineering and Product Development at the Polytechnic University of Madrid leads us to think about evaluation methods that can reinforce the concept of objectivity. The rubric of assessment is introduced in order to facilitate the concepts that are going to be evaluated. Students will know in advance these concepts so they will work with the objective of acquiring the best marks for their proposals.We consider that the rubric will appear to the student as an objective tool for them to be evaluated. The student will work knowing all the criteria so they will think about the aims previously shown. We also want them to collaborate in their assessment in a thoughtful way. We want them to be trained in a critical vision of their work. During this study we have worked with two subjects of the degree in engineering in industrial design and product development and the double degree in engineering in industrial design and mechanics during the 2017-2018 school year and the participation of 210 students