This paper presents the results of three academic courses in which Entrepreneurship Promotion Programs (EPP) have been developed for engineering students at the University of Jaén. This study describes the activities and how they have been promoted using the social networks Facebook and Twitter. Grytics for Analytics software was used for monitoring Facebook activity. The use of these tools has also allowed the collaborative development of the Engineering degree competencies related to sustainability and entrepreneurship through the Materials Science disciplines. The study is based on questionnaires before and after the EPP which involved a sample of 459 engineering students. The Kaiser–Meyer–Olkin test, Kolmogorov–Smirnov test and Pearson’s correlation were used. The questionnaires show which factors have the strongest influence on the intention to undertake entrepreneurial activity. Motivation (MO), personal requirements (PR), perception of the environment (PE) and the background requirements (BR) were the factors considered. The statistical study shows that PE and PR have a strong influence on MO. Finally, through the study before and after the EPP, the success of the activities and the use of social networks have been demonstrated. The results indicate that the activities of the EPP influence the perception of the environment and the motivation of the engineering students. However, the personal requirements are not affected by the activities.

This work describes an educational experience in which personal learning environments (PLEs) were created as a tool for the acquisition of subject contents in the science, technology, engineering, and mathematics (STEM) areas. For this, the same methodology was developed for different subjects in order to teach the use of some digital tools, learn about the concepts related to the PLE, and apply the PLE to educational content promoting sustainable learning. Two questionnaires were designed to obtain information about the tools, activities, and subjects. The results of the questionnaires were analyzed using the Kaiser–Meyer–Olkin test and Pearson’s correlation. Then, several factors and the relationships between them were defined. In addition, this paper shows that because the PLE is based on a learning model in which the learner is the protagonist, its use is linked to sustainable learning. Therefore, the use of PLEs allows the development of the competences of “collaborative work” and “information management and organization”, which are both related to sustainable learning. In addition, the use of PLEs promotes understanding of the subjects and academic results in the subjects.