Industrial engineering with purpose: experiential learning for social transformation

Abstract

Industrial engineering education demands a comprehensive approach that combines technical knowledge with social and human skills, in this context, experiential learning becomes a fundamental strategy, allowing students to develop competencies through immersive experiences where theory and practice are intertwined, which is why project-based learning and the integration of humanistic approaches strengthen the ability of engineers to design solutions with social impact.
In this order of ideas, innovative interdisciplinary projects transform traditional methodologies through immersive experiences and active methodologies, an example is the project Blankets as thresholds that connect the home, which links industrial engineering with manufacturing, design and social sciences, developed with international collaboration, this project explores the concept of Good Living through participatory methodologies, promoting the construction of collective memory through the development of pieces made with elements of the textile sector.
The methodological process is developed in three sessions, each focused on a temporal dimension. In the first, students represent memories and significant experiences in fragments of fabric, interacting with women from vulnerable populations, which facilitates intergenerational exchange and analysis of living conditions. The second session allows the socialization of the works, generating debates on memory, identity and resilience, promoting a critical reflection on social factors that impact safety and well-being. Finally, the third session culminates with the exhibition of the collective blanket, integrating individual contributions into a joint work that symbolizes shared learning and its application in the management of human and organizational processes.
Throughout the project, active methodologies aligned with industrial engineering are incorporated, such as challenge-based learning, Design Thinking and the theory of complex systems. These strategies allow students to analyze real problems, propose diverse solutions and develop a critical and creative mentality; in addition, interaction in real environments, such as community memory spaces, strengthens the connection between theory and practice. In this way, students develop skills in problem solving and collaborative work, essential in process management and innovation in industrial engineering.
This project demonstrates how engineering education is enriched with humanistic and collaborative approaches, promoting not only technical development, but also the ability of future engineers to address social problems from a holistic perspective. In this way, an understanding of the need to reconfigure engineering education processes is achieved, integrating methodologies that foster critical thinking, communication and social sensitivity.