Novel digital technologies have transformed societies, organizations, and individuals in diverse aspects of daily life, elevating their competency requirements in order to successfully develop, integrate, and generate value. To remain relevant Higher education should provide students with digitally enhanced learning experiences to build their necessary competencies. To progress in this direction, this work proposes a method that can be used to develop digitally enabled experiential learning spaces (DeELS) in engineering education so as to incorporate digital technologies into engineering problem-solving and decision-making activities, as an innovative approach to Education 4.0. Two implementation cases exemplify the digital transformation of these learning spaces in the Lean Thinking Learning Space (LTLS) for undergraduate engineering courses. The exemplification shows how students, through designing, creating and integrating digital/smart kanban systems, execute their learning activities in a DeELS. The results suggest that the students were able to satisfactorily achieve their learning outcomes through the learning experiences. Moreover, new instances of learning experiences for digital transformation were identified within the LTLS. However, future work is required regarding new instances of digital transformation learning experiences in order to make any further inferences or generalizations regarding DeELS and their contribution to competency development.

The appearance of COVID 19 caused the closure of many higher education institution facilities across the world and Mexico was no exception. This situation interrupted normal teaching and learning activities, fostering the search and development of tools which can guarantee the continuation of learning and teaching activities. Accordingly, this article describes the need for a tool to support learning activities within the context of a challenge-based learning approach. Consequently, after a search for an existing tool it was decided to design a tool suitable for competence development through challenge-based learning. Thus, a mobile app named Klever 21 was designed and released as a test version for this purpose. Additionally, this mobile app is associated with a web platform to aid project management and student competence evaluations. This article describes the main features of Klever 21 which is currently being tested at Tecnologico de Monterrey. This technology represents an evolution of mobile app technologies to face disruptive situations in higher education institutions.

Empirical investigations into the evolution of student decision-making efficiency within supply chain education remain limited, despite the growing adoption of gamified simulations. This study applies Data Envelopment Analysis (DEA) with a Window Analysis approach to evaluate the supply chain operational efficiency achieved by postgraduate students using Logistics Simulator (LOST) a game-based supply chain simulation during the initial period of an elective course (September cohort). The simulation demonstrated an initial increase in efficiency due to optimized procurement and transportation, followed by significant fluctuations and sharp declines linked to inadequate production planning, ultimately resulting in an average demand compliance rate of only 66.37%. These findings underscore the importance of cultivating anticipatory skills and systems thinking in educational curricula to overcome persistent inefficiencies in cross-functional coordination and production alignment. The study affirms the instrumental role of dynamic simulation environments in fostering critical competencies in resource allocation and risk awareness, essential to modern supply chain management.