Introduction: Professional internships are widely recognized as a mechanism to bridge the gap between academic training and labor-market demands in science and engineering. However, few studies have comprehensively evaluated students’ perceptions of how internships contribute to their technical and soft-skill development. This study examines the formative impact of the CUCEI (University Center for Exact Sciences and Engineering) internship program at the University of Guadalajara from the students’ perspective.Methods: A 28-item Likert-type questionnaire covering four dimensions—Overall Satisfaction, Practical Experience, Technical Skills, and Soft Skills—was developed and validated. It was administered online to 589 undergraduate interns (60.4% male; 39.6% female). Reliability was evaluated using Cronbach’s alpha (α), and construct validity was examined through exploratory factor analysis; both assessments yielded satisfactory results.Results: Students reported high levels of satisfaction, and substantial development of practical experience (85–92% agreement). Practice of specific technical skills was more variable (66-79% “Quite a lot/A lot”), while soft-skill development—especially teamwork, adaptability, and feedback reception—was rated positively (88–90%). Additionally, 37.7% extended their internships, and 45% indicated likelihood of continued employment with their host company.Discussion: Findings confirm that structured internships at CUCEI effectively support student satisfaction and the practical application of academic knowledge, while fostering both technical and interpersonal competencies. Variability in technical-skill opportunities and limited language practice highlight areas for program enhancement. Student feedback underscores the need for deeper industry collaboration and curriculum updates to reinforce hands-on training and global employability.

The phenomenon of student dropout in higher education presents significant challenges for students, higher education institutions, governments, and society. The present study focuses on the dropout rates within the engineering programmes at one school of engineering in Mexico. This study uses a quantitative approach with a non-experimental cross-sectional design. Exploratory, descriptive, and correlational analyses of historical data from the University Information and Administration Integral System were performed. A logistic regression model was applied to assess the influence of various demographic, academic, and socioeconomic factors on the likelihood of student dropout. The results show some predictive variables, namely, Gender, Displaced students from home, High school GPA, and Mathematical skills. In conclusion, the group of students identified as the most likely to drop out comprised males who were studying very far away from home, who studied in a private high school in a general programme (not technological), and who presented lower grades in math. Since most dropouts were identified in the first two semesters, students who perform poorly in these semesters and have the former characteristics could benefit from special attention.

Construction and handling of important statistical concepts, such as statistical estimators computing, or organization of data in graphs and tables, are oftenly taught in a strict algorithmic manner. As consequence, students abilities regarding experimentation, data sampling, data collecting, data organization and results interpretation, are limited and their solutions lack of statistical sustain. In this work, in study class consisting in students of the Logistic and Transport Engineering program, it is developed and implemented a realistic problem situation: a sales e-commerce company has to decide, by analyzing received orders, whether to implement its own delivery system or hire a third-party delivery company. The software GeOrder Simulator is employed to generate random data for weight and location of simulated orders and the data are presented to students in tabular and iconic, onto a map geolocation, semiotic representation registers. The research aim of this work, is to analyze, from the perspective of Semiotic Representation Theory, the effect onto the statistical reasoning that is provoked in students when they solve the realistic problem situation with the data generated by the GeOrder Simulator. The results show that the addressing of the realistic problem situation together with the usage of the GeOrder Simulator, elicited the statistical reasoning in the students since it is observed the integration of statistical concepts within their argumentation, by means of the coordination of tabular, graphical and numerical semiotic representation registers.

Often during the teaching of mathematics, students have difficulties to understand some abstract concepts. That's why it is necessary to show the student the concepts as clearly and definitely as possible. The proposal of this project is a teaching strategy. It is the use of Geometric Representation integrated Learning Objects for the internalization of concepts. The research process involves the design, development, and evaluation of Learning Objects and how it promotes understanding of the contents of the topic “Real Geometric Vectors and their application”. At the beginning of this article are the context and the latest research concerning to this project. Then an overview of the theoretical framework that supports this work is shown. Finally, the paper describes the methodology used in the project, results of data, expected contributions and conclusions. Request access from your librarian to read this article's full text.

This article analyzes the impact of pedagogical and technological knowledge on the effectiveness of the teaching practice that was developed by a group of teachers during a workshop. In this workshop, interactive digital activities were designed and implemented based on the social constructivist approach. Data were collected from each participant’s products and synchronous session contributions. The information was coded according to the TPACK model and the teaching activities. The data was analyzed using a qualitative research approach. The results showed: Motivation and Communication were positively influenced by pedagogical and technological knowledge. This shows that using interactive digital tools helped increase student interest and active participation. The assessment and the presentation of the content were positively influenced by the pedagogical thinking and negatively influenced by the technological thinking. This means that there are still some teachers who continue to evaluate only for the purpose of measuring academic performance and not to stimulate learning, even though there are teachers in distance education who have increased formative evaluation. These results could be a consequence of the use of ICT as an emerging solution in education in times of covid-19. However, it does not mean that the pedagogical model has changed significantly.

Las competencias informacionales son habilidades fundamentales para el desarrollo en la actual sociedad de la información, de ahí la importancia de evaluarlas para determinar su nivel e implementar programas formativos que promuevan su mejora. Por ejemplo, estas competencias son clave en la gestión y producción de tareas y trabajos académicos, y resultan esenciales para prevenir prácticas fraudulentas, como el plagio académico, que a menudo ocurren por falta de conocimiento sobre su implicación. En este estudio, se evaluaron las competencias informacionales de un grupo de estudiantes de grado de la Universidad Católica del Cibao y su influencia en las actitudes hacia el plagio académico. Se utilizaron dos instrumentos, el Tratamiento de la Información y Competencia Digital en Educación Secundaria Obligatoria, y el cuestionario Revised Attitudes Toward Plagiarism Questionnaire (RATPQ), con el objetivo de medir el nivel de competencias informacionales y su impacto en las percepciones de los estudiantes sobre el plagio. El análisis de los resultados reveló que los niveles de búsqueda, evaluación, procesamiento y comunicación de la información son bajos, ya que el 30% de la muestra no aprobó la prueba. Asimismo, se observó que, aunque los estudiantes reconocen las prácticas del plagio académico, no siempre las penalizan de manera adecuada. Finalmente, se concluye que las competencias informacionales influyen positivamente en el rechazo del plagio académico por parte de los estudiantes.