En este documento se describe el diseño y aplicación de la Experiencia Educativa (EE) de Logística y Cadena de Suministro (LSC) basada en la Educación Basada en Competencias dentro del programa de Ingeniería Industrial. El objetivo del diseño es desarrollar las competencias necesarias para la gestión logística y de la cadena de suministro en los futuros ingenieros industriales. Balanceando la teoría y la práctica mediante el uso de diversas herramientas tecnológicas y de diseño. Considerando además elementos como productividad, costos, seguridad, sustentabilidad, ergonomía e impacto ambiental. Con el objetivo de adquirir las competencias necesarias para insertarse en el mundo laboral, potenciando los objetivos educativos y alineándose con el perfil profesional requerido al egresar. Actividades como escucha activa, investigación, exposición de temas, aplicación de nuevas técnicas y métodos, desarrollo de proyectos y evaluaciones teórico-prácticas ayudan a los estudiantes a cumplir con las competencias requeridas por la EE. Además, los estudiantes desarrollan habilidades de investigación, comunicación oral y escrita, aprendizaje significativo, desarrollo autónomo, trabajo colaborativo y valores como la tolerancia y la solidaridad. Este proyecto se llevó a cabo con un método distribuido, clases teóricas y prácticas de laboratorio utilizando la plataforma institucional, el correo electrónico y WhatsApp como medios alternativos de comunicación y transferencia de información. Los resultados muestran que de los 42 estudiantes que tuvieron esta experiencia educativa, el 83.3% de los estudiantes fueron acreditados en ordinario, el 14.3% en extraordinarios y el 2.4% no se presentó a la acreditación. De los 42 estudiantes, solo 41 respondieron la encuesta de satisfacción: el 97.6% calificó su satisfacción como alta, con base en la claridad de la instrucción y la capacidad de respuesta a las consultas y el 92.7% argumentó que los temas y actividades han sido adecuados y comprensibles. Estos hallazgos demuestran la efectividad de la EE para dotar a los estudiantes de habilidades esenciales y fomentar altos niveles de satisfacción, validando su aplicación dentro de modelos de aprendizaje híbridos.

This article aims to develop competencies in future engineers by integrating theory, practice, and technological tools into logistics and supply chain education.

Individual development and global progress rely on quality teaching (Pearson Corporate, 2022). The coordination between teaching, research, connections, and extensions in a framework that is respectful of rights and liberties in a university community favors a comprehensive learning experience for students and ensures quality and innovation in university education (Aguilar et al., 2021).

In the 1970s, McClellan introduced the term competency as a practical way to know and evaluate work performance affirming that optimal work performance occurs when workers demonstrate their knowledge and experience during job execution (Guevara De la Rosa & Plascencia Villafuerte, 2011). Competence training is a teaching and learning process aimed at equipping individuals with the skills, knowledge, and attitudes necessary for optimal performance (Cejas-Martínez et al., 2019). According to Argudín (2001), performance in education is determined by an external expression that demonstrates the level of learning, development of abilities, and values of the students. The purpose of competence is to achieve performance or produce results for oneself and others, linked to both the individual's cognitive structure and the norms and criteria of those evaluating the output.

Among different learning channels, we can mention a) visual, the perception of the subject through images, the capacity to capture information is fast, learning is through reading and observing figures; b) auditive, learning increases when receiving oral explanations and explaining some type of information to other individuals, and c) kinesthetic, learning is slower but deeper, acquired through sensations and executing body movements (Reyes-Rivero et al., 2017).

As society evolves, education must adapt accordingly. Behaviorist methodologies often fail to inspire interest in learning, making it essential to develop new strategies for the teaching and learning process (Montero-Herrera, 2017).

There are different methods for teaching and learning, among which are:

In this same sphere, information and communication technologies (ICT) are valuable tools within higher education, derived from what favors the transmission of context and harmonizes formative teaching activities, and is linked to investigation (Zambrano-Quiroz & Zambrano-Quiroz, 2019). Among the advantages are the influence that it has on a student’s daily life, and they are also present in informal education, promote communication, and give diverse possibilities for application, and they develop an ability for the students to do research (Méndez-Coca, 2015).

According to the Department of Public Education [SEP in Spanish] (2023) the dropout rate in higher education in Mexico is 8.1%, while the National Institute of Statistics and Geography [INEGI in Spanish] (2023) with information from the SEP mentions that the dropout rate of higher education in Veracruz during 2022/2023 was 12.3%. Studies done in Mexico mention that among the pedagogical factors that lead to abandoning the continuation of studies are: 1. The scant didactic capacity of teachers to teach content (Otero-Escobar, 2021), and 2. those related to strategies, activities, resources, and academic evaluation (Berumen, 2021). This situation leads to a strategy development that allows for getting the interest and the attention of students and thereby generating educational competency for the study program and supporting competency development in the educational program. As these elements converge, addressing pedagogical challenges and adopting innovative strategies becomes critical in higher education.

The efforts of various researchers to improve the teaching and learning process are reflected in numerous sources of information. An example of this is Cejas-Martínez et al. (2019), in which the researchers analyzed competency training beginning with existing theory, with the objective of characterizing the factors that make it possible to guarantee optimal performance in the framework of professional training. Moreover, Zambrano-Quiroz & Zambrano-Quiroz (2019) presented theoretical considerations about information and communication technologies (ICT) in higher education to be used by teachers as a component in work and investigation.

The study of Rivero et al. (2016), investigated active and participative methodologies that motivate autonomous training and the use of ICTs in the learning process. Reyes-Santander & Ramos-Rodríguez (2018) showed the reach that concept maps have in the learning process in mathematical education. Reibán-Barrera et al. (2017) are also worth mentioning, they have analyzed competency proposals planned in specialized literature, which allowed these competencies to be specified for Bachelor, Masters, and Doctorate students.

The document is structured as follows: (1) Methodology for imparting the Logistics and Supply Chain Educational Experience (EE) at the bachelor's level; (2) Accreditation and satisfaction results; (3) Design-related conclusions; (4) Future projects; and (5) References.

The methodology employed to impart the educational experience of Logistics and Supply Chain is illustrated in Figure 1. As can be observed, it starts with a course presentation and a diagnostic evaluation of the students. Following the initial diagnostic evaluation, active learning techniques are introduced to engage students in the competency development process. Throughout the Educational Experience (EE), the teacher employs expository, demonstrative, and energetic learning techniques. This intervention is carried out with seven topics which are composed of simultaneous study programs, where students complete formative and summative assessments.

These active learning techniques are supplemented by activities and evaluations that students must perform. Active learning, research, topic presentation, technique application, conceptualization, physical project development, and theoretical evaluations are among the activities that allow the students to achieve the competency that the educative experience demands, without losing sight of the internationalization of qualifications. Students also develop skills in research, oral communication, effective writing, deep learning, autonomous development, collaborative work, and values such as tolerance and solidarity.

Each evaluation has a percentage value, with the exception of the diagnostic evaluation, the theoretical aspects are addressed in the classroom and reinforced through activities such as mental maps, conceptual maps, timelines, and infographics, some of which are in English or another foreign language.

In the same way, there is a focus on article research that shows case studies (in Spanish and English) located in the indexed Scopus magazines, through which students observed the application of techniques and methodologies covered in class. Through video design, students learned about the behavior of supply chains in different industries. The presentations allow for the development of working in teams and evaluation of topics and classmates through activities carried out by fellow classmates. The course has the development of a final integrated project, that incorporates not only the course content on design but also topics from other EEs, including 1. Location and Plant Distribution, 2. Ergonomics, and 3. Industrial Security. The final integrated project consolidates knowledge and skills gained throughout the course, focusing on real-world applications.

The proposed technological tools are 1) Institutional platform, to follow the course; 2) Synchronous and asynchronous WhatsApp communication to clarify doubts; 3) Google Meet® video conferences to communicate with students in real-time from a distance, and 4) E-mail for asynchronous communication and the delivery of assignments in case of platform failure. Among special programs, Lingo_19®, Microsoft® programs, AutoCAD, and free online software were used. Laboratory practice allowed for the development of information searching, database creation, result evaluation skills, among other skills.

The evaluation methods employed during the course are detailed in Tables 1 through 5: 1) The type of evaluation; 2) A description of each evaluation; 3) Methodology used to carry out the evaluation; 4) Complexity of the evaluation; 5) Use of technology; 6) Investigative Aspect, and 7) Some checklists used for the presented evaluation. We should emphasize the application of three summative assessments during the teaching period of EE as well as two recovery evaluations at the end of the course for students that did not complete the collection of completed evaluations.

The satisfaction survey was completed by 41 out of 42 students, representing 97.6% of the cohort. Figure 2 illustrates the accreditation levels of students, showing that 83.3% passed as ordinary students, while 14.3% required extraordinary means. Only 2.4% did not present the final exam.

As shown in Figure 3, grades ranged from 6.00 to 9.00 on a 10-point scale, with 8.00 being the most common grade obtained by 20 students, representing approximately 50% of the class.

Figures 4,5 and 6, show the results of the satisfaction survey completed by 41 students. Of these, 97.6% found the knowledge gained from the Educational Experience (EE) of Logistics and Supply Chain (LSC) satisfactory, and 2.4% were not satisfied. Moreover, 97.6% mentioned excellent attention quality and 2.4% evaluated it as good. In terms of the adequacy and comprehensibility of the activities, 92.7% strongly agreed, and 7.3% somewhat agreed regarding the adequacy and comprehensibility of the activities

The implementation of the Educational Experience (EE) of Logistics and Supply Chain (LSC) resulted in satisfactory outcomes, reducing the percentage of unaccredited students by 15%. Among the 42 seventh-semester students in the Industrial Engineering program, 83.3% were accredited as ordinary students, 14.3% as extraordinary, and 2.4% did not complete the EE.

A satisfaction survey was answered by 40 students that took the EE course, of which 97.5% found it satisfactory and 2.5% unsatisfactory, and 97.5% rated the attention as excellent while 2.5% rated it as adequate. Regarding the topics and activities, 92.5% found them completely adequate, and 7.5% found them satisfactory.

In terms of areas of improvement, there was a balance in the number of activities per topic and the poster presentations in in-person events.

Research in the literature has applied educational tools similar to those used in this study and reported comparable results. For example, Reyes-Santander & Ramos-Rodríguez (2018) mention that, by creating mental maps, the students show his progress in learning and treating concepts, fostering independence and reflective thinking. In a similar fashion, our investigation uses mental and conceptual maps, infographics, and timelines to promote learning.

Flores-Fuentes & Juárez-Ruiz (2019), indicate that project-based learning allows students to achieve significant learning outcomes, develop critical and creative thinking skills and improve their oral and written expression. Similarly, our findings indicate that project-based learning applied to real-world problems in humanitarian logistics enhances knowledge, competencies, and skills, while fostering interest in solving social issues.

Furthermore, Álvarez-Ochoa et al., (2022) suggested that teachers should prepare and build formative classroom research projects as a basis to developing investigative competencies. This suggestion is conducted in the EE teaching methodology proposed in this document. This methodology fosters investigative competencies through various evaluations, including videos, visual summaries, integrative projects, and topic presentations.

As can be seen, the methodology presented is not based on the use of a single type of tool or learning method but rather a mixture of elements, that enable students not only to achieve the competencies proposed by the EE but also to acquire research skills, effective oral and written communication, meaningful learning, autonomous development, collaborative work and values such as tolerance and solidarity.

Overall, the results and comparisons with literature highlight the value of diverse educational tools and methodologies in fostering comprehensive competency development.

During the implementation of the Educational Experience (EE) Logistics and Supply Chain (LSC), students displayed strong interest and initiative in completing various evaluations that enhanced and developed their abilities. These activities included partial exams, mental maps, infographics, and visual summaries. These activities demonstrated their skills in using design software to summarize investigations and provided an international perspective on logistics and supply chain studies.

In developing the final project, students showed significant interest in exploring additional topics and acquiring knowledge. They also demonstrated a clear understanding of their tasks, effectively presenting their work publicly and supporting teammates, thereby fostering solidarity in teamwork. Investigating successful and unsuccessful cases in recognized publications sparked greater interest in the logistics and supply chain field and its global importance.

The group-based design enabled students to explore diverse learning methods, use tools to solve problems, and apply their knowledge to real-world topics such as climate change and natural disasters, with an emphasis on internationalizing qualifications.

More than 95% of students achieved accreditation, with an average grade of 8.00. Their satisfaction was evident in the survey results. The students' interest in the topics after their presentations indicates that the design and implementation of the EE for logistics and supply chain was successful. These results align with the objective of developing competencies in logistics and supply chain management through a balanced blend of theory and practical application.

In summary, the EE for LSC successfully achieved its goals of fostering key competencies, encouraging global awareness, and engaging students in meaningful and collaborative learning experiences.

Future research could explore the integration of EE into Method Engineering, Applied Statistics, Quality Control and Reliability, and Production Control. These areas are critical for fostering a holistic understanding of industrial engineering and for addressing complex, real-world challenges in integrated project settings.