Basic sciences in industrial engineering education. Didactic transposition for 21st century skills, SDGs and innovation in industry 4.0

Abstract

The didactic transposition of natural sciences in the Industrial Engineering program plays a fundamental role in training professionals capable of applying theoretical knowledge in real-world contexts. A world where Industry 4.0 demands advanced skills in technology, sustainability, and process optimization.
It is essential for students to integrate scientific concepts into industrial problem-solving. The objective of this pedagogical strategy is to transform scientific knowledge into applicable tools, enabling future industrial engineers to develop competencies in analysis, innovation, and continuous improvement.

To achieve this, the program has implemented methodologies based on experiential learning, where students interact directly with the industrial environment and apply their knowledge in real scenarios. The Industrial Engineering program has developed various experiences with the city's productive sector, allowing students to apply their knowledge in real contexts; Through out company visits and collaboration with production sector where they have analyzed industrial processes, identified improvement opportunities, and proposed innovative solutions in areas such as energy efficiency, automation, and sustainability.

While we are in the classroom in collaboration of different professors, an interdisciplinary approach has been proposed from students aim to look for solutions by applying concepts acquired in various fields. Thanks to their training in physics, electronics, and mathematics, they have designed strategies to optimize energy consumption using smart sensors and mathematical simulations, as well as alternatives for waste management, promoting circular economy models.

Furthermore, the articulation with companies has allowed students to face current technological and environmental challenges, presenting viable proposals that have been highly valued by the business sector, thereby strengthening the link between academics and industry.

As part of the applied methodology, students replicated in the university laboratory the main industrial processes observed in companies, through the construction of prototypes and the implementation of automated control systems with Arduinos, sensors, and academic technologies such as Lego for Education. It successfully simulated the real operation of a production plant, this approach reinforced their understanding of the scientific and technological principles involved in the industry while also identifying improvement opportunities and generating proposals to strengthen them.

The results obtained show that didactic transposition facilitates knowledge consolidation and enhances students' innovation capacity. Interaction with the productive environment enables them to develop analytical and problem-solving skills, preparing them to face the challenges of modern industry.

In summary, , incorporating didactic transposition strategies in the Industrial Engineering program not only strengthens students' academic training but also positively impacts the business sector by promoting the implementation of advanced technologies and sustainable solutions. This approach ensures that future industrial engineers, that are well prepared to contribute to the country's development through the practical application of their knowledge in science and technology.