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In the current labor market, developing STEM skills in students is a priority for Higher Education Institutions (HEIs). The present research assesses the Competence Achievement Degree (CAD) of four disciplinary competencies in undergraduate Biotechnology Engineering students at a private university in Mexico. Descriptive statistics of CADs, considering sociodemographic and academic variables (age, gender, nationality, campus region, provenance, admission origin, and load), are presented. Data, filtered through Python, was statistically analyzed with Minitab software. The disciplinary competence of Innovation Management (BT4) was the strongest among undergraduate students in the 2019 and 2020 cohorts. Meanwhile, the other three competencies (BT1: Bioproduct Development, BT2: Bioreactor Design, and BT3: Bioprocess Design) had CADs above 90%. Although there was no statistical difference between the cohorts for BT1, the average CADs for both cohorts differed for BT4. The CADs differed from the Competence Average Grades (CAGs) for all competencies. However, the 2020 cohort showed the lowest correlation between CADs and CAGs and a few significant associations with the tested variables. These assessments will help to focus on the factors and key elements that influence CAD and subsequently establish and conduct appropriate actions to improve the quality of the academic program.

Teaching by subjects and contents where students passively receive knowledge is increasingly obsolete. Universities are opting for teaching strategies supporting skills development to face the labor, social, environmental, and economic conditions afflicting us. Employers demand increasingly complex skills; universities have identified experiential learning as giving access to real situations and learning by doing. One of the most advanced strategies is Challenge-Based Learning (CBL). Through real problem situations, faculty and students collaborate to solve an established challenge, with or without external stakeholders. This educational advancement has been global and is developing graduates with international skills, which ensures a world-class standard. Here we report a global study carried out in universities from three different continents, and we analyze the implementations of CBL in educational programs through cases in Mexico, The Netherlands, Ireland, and China. Developing skills and competencies is evident, and CBL is a viable way to ensure the success of Higher Education graduates. Obstacles in the transformation of faculty towards CBL are a similar fence in all cases. For CBL, the path needs to be explored, as it is on the frontline of educational developments that can be most helpful for developing a new paradigm in education.

The evolution of curricula in recent decades has given rise to multiple ways of teaching the task of experimental science, through which research skills are developed. In this learning gain process, teaching the systematized steps of the scientific method has been of invaluable help. In this study, we wanted to determine under what contexts of the last century the knowledge of the scientific method has encouraged the development of research skills in higher education learners. Through a literature review yielding nineteen empirical articles in the SCOPUS and Web of Science databases between 2000 and 2022, it was found that the scientific method is rarely mentioned and is more often referred to as a set of steps or structures to solve a problem, a challenge, or to carry out an investigation or an assigned task. Problem-solving and critical thinking were the two most-cited skills developed through the knowledge and practice of the scientific method. There are skills developed in theoretical classes and others that can be developed in practical courses such as laboratories or field work. A gap was found in the literature on using the scientific method and developing research skills in learners of non-science, technology, engineering, and mathematics (STEM) fields. The findings of this review lead studies to determine and compare whether effectively teaching students the scientific method improves their understanding and development of research skills in STEM and non-STEM areas.

The Fourth Industrial Revolution requires global, structural, and technological changes in all economic and production fields. The most apparent adaptation requirements fall on Generation Z individuals, who will have more and more responsibilities within organizations. The international reports of the World Economic Forum and the Organization for Economic Co-operation and Development indicate that this training will mainly require a strong development of thinking diversity and lifelong learning skills. This study presents an analysis of the education in these future skills that these individuals will need to work successfully throughout their careers, taking into account the evolution of conditions toward the changes expected in the following years. The methodology used in this research belongs to the field of futures studies. Through strategies in the field of foresight, various scenarios are proposed that involve the expected changes in the short, medium, and long term, both in higher education institutions and in industries and companies, to ensure the adaptation of Generation Z individuals to changes in work, workplace, and workforce. The findings show the strong influence that other skills and attitudes, such as self-esteem, self-efficacy, initiative, emotions, and motivation, have on the capacity for self-managed development throughout professional life.

In the current labor market, developing STEM skills in students is a priority for Higher Education Institutions (HEIs). The present research assesses the Competence Achievement Degree (CAD) of four disciplinary competencies in undergraduate Biotechnology Engineering students at a private university in Mexico. Descriptive statistics of CADs, considering sociodemographic and academic variables (age, gender, nationality, campus region, provenance, admission origin, and load), are presented. Data, filtered through Python, was statistically analyzed with Minitab software. The disciplinary competence of Innovation Management (BT4) was the strongest among undergraduate students in the 2019 and 2020 cohorts. Meanwhile, the other three competencies (BT1: Bioproduct Development, BT2: Bioreactor Design, and BT3: Bioprocess Design) had CADs above 90%. Although there was no statistical difference between the cohorts for BT1, the average CADs for both cohorts differed for BT4. The CADs differed from the Competence Average Grades (CAGs) for all competencies. However, the 2020 cohort showed the lowest correlation between CADs and CAGs and a few significant associations with the tested variables. These assessments will help to focus on the factors and key elements that influence CAD and subsequently establish and conduct appropriate actions to improve the quality of the academic program. [ABSTRACT FROM AUTHOR]