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Cybernetic insights on active learning in higher education
(Emerald, 2026)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo Luis
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Herron, Rebecca Michell
Purpose: This study examines the active learning pedagogical approach, incorporating core concepts of cybernetic theory, and investigates how cybernetics can inform pedagogical strategies in higher education. Design/methodology/approach: An adapted conceptual systematic review was conducted using top-cited articles and systematic literature reviews on the definition of active learning. A nine-dimensional coding frame was developed from first- and second-order cybernetics, including agentive, adaptive, homeostatic, and ethical elements, to systematically interpret the literature. Findings: Active learning implicitly embodies cybernetic principles such as feedback loops, self-organisation, and recursive interactions. However, crucial aspects such as homeostasis (balancing cognitive load) and ethics (equity and inclusion) remain underexplored. The coding frame demonstrates the explanatory value of cybernetics while identifying systemic gaps in current pedagogy. Research limitations/implications: The study is conceptual and based on secondary sources in English-language higher education literature. Future empirical research should validate the coding frame across diverse educational levels and cultural contexts. Practical implications: The coding frame provides educators with a systemic tool to design adaptive, balanced, and inclusive active learning environments by integrating feedback, regulation, and ethical considerations. Social implications: By highlighting equity and well-being as neglected dimensions, the study supports the development of more inclusive and socially responsive pedagogies. Originality/value: This is the first study to systematically apply cybernetic theory to study active learning, offering a novel systems-based perspective that bridges educational theory and practice. © The authors © Emerald.
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An Experiential Learning and Authentic Assessment Framework for Challenge-Based Learning
(MDPI AG, 2026)
Salinas-Navarro, David Ernesto
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Palma-Mendoza, Jaime Alberto
This research-to-practice study presents a design-oriented framework that integrates challenge-based learning (CBL), experiential learning (EL), and authentic assessment (AA) to support competency development in higher education. The framework aligns the stages of CBL (i.e., engagement, investigation, and solution) with Kolb’s experiential learning cycle and core AA principles, including realism, cognitive challenge, and evaluative judgement. Learning activities are structured around real-world challenges that reflect professional practice, enabling a coherent progression from experience to reflection, conceptualisation, and evaluation, and supporting the systematic development and assessment of student competencies. A single case study illustrates the application of the framework in industrial engineering education, implemented across six interdisciplinary modules at a private university in Mexico. Students engaged in process improvement projects within six small and medium-sized enterprises, fostering problem solving, decision making, and evaluative judgement in authentic contexts. The findings indicate that the framework supports the development of problem-solving and communication competencies, demonstrating its design coherence and practical feasibility. The framework provides structured guidance for educators to align learning objectives, activities, and assessments within CBL environments. However, limitations related to pedagogical integration and the single-case design constrain the generalisability of the findings. Future research should explore cross-disciplinary applications, longitudinal competency development, and adaptation to emerging educational contexts. © The authors © MDPI.
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Live Case Studies in Industrial Engineering Education for Experiential Learning and Authentic Assessment
(MDPI AG, 2026)
Salinas-Navarro, David Ernesto
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Palma-Mendoza, Jaime Alberto
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Da Silva-Ovando, Agatha Clarice
Live case studies are widely used in higher education to support active learning; however, their pedagogical potential is often limited by weak integration with learning theories and assessments. This research-to-practice study examines the systematic design of live case studies by integrating Kolb’s experiential learning cycle (ELC) and authentic assessment (AA) principles. This paper presents a framework that conceptualises live cases as the learning context, ELC as the learning process, and AA as evaluative logic. The framework is illustrated through a case study of an undergraduate Quality Management module in industrial engineering at a Mexican university, involving 31 final-year students. The study is design-oriented and illustrative, aiming to demonstrate framework enactment rather than evaluating causal effectiveness. Using a case study methodology, the instructional design and enactment were documented using the ADDIE model. Data were obtained from educational artefacts, assessment results, and student feedback surveys. The findings suggest that aligning teaching and assessment activities with the ELC stages and the AA principles effectively supports learning trajectories. This support covers experience, reflection, conceptualisation, and application. Live case studies enabled the integration of multiple assessment methods around shared organisational problems and supported personalised learning through students’ case selection. This study contributes a design logic and operational framework for distributing authentic assessment across Kolb’s experiential learning stages within live case pedagogy. Rather than offering statistical generalisation, the framework serves as a foundation for adaptation and research, emphasising transferability across disciplines, educational levels, and delivery modes. Limitations are acknowledged regarding the conceptual scope, methodological design, and empirical context. © The authors © MDPI.
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Small Doses of Entrepreneurial Content (SDEC) to Foster Entrepreneurial Competencies in Biotechnology Engineering
(IEEE, 2025-04-22)
Silveyra-León, Geraldina
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Rodríguez-Aceves, Lucía
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Tlacuilo-Parra, Luz Yenira
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Perfecto-Avalos, Yocanxóchitl
Entrepreneurial universities emphasize teaching, research, and community outreach, with entrepreneurial education playing a vital role in fostering an entrepreneurial culture and achieving social and economic impact. While entrepreneurial education is well-established in business programs, its integration into non-business disciplines, such as engineering, presents unique challenges, including aligning entrepreneurial content with technical curricula and measuring outcomes effectively. This study examines the impact of delivering Small Doses of Entrepreneurial Content (SDEC) on senior biotechnology students' key entrepreneurial competencies-decision-making, resilience, and opportunity recognition. The SDEC was integrated into a course through a “Learning Kit” comprising lectures, workshops, entrepreneurial talks, and project evaluations. Using a pre-and post-intervention design with validated scales and statistical analyses, the study revealed significant gains in specific decision-making and opportunity recognition skills, particularly among students with prior entrepreneurial exposure. This research contributes to the literature by addressing the challenges of designing entrepreneurial education in non-business disciplines and offering a scalable, transversal approach that complements technical curricula. The findings underscore the potential for embedding entrepreneurial education across diverse disciplines and provide a practical reference for educators seeking to implement such interventions effectively.
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Integrating Generative AI into Live Case Studies for Experiential Learning in Operations Management
(MDPI AG, 2025)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
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Palma-Mendoza, Jaime Alberto
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Carlos-Arroyo, Martina
This research-to-practice study examines how Generative Artificial Intelligence (GenAI) can be integrated into live case studies to enhance experiential learning in higher education. It explores GenAI’s potential as an agent to learn with scaffolding reflection and engagement and addresses gaps in existing applications that often focus narrowly on content generation. To explore GenAI’s agentive potential, the methodology illustrates this approach in a UK postgraduate operations management module. Students engaged in a live case study of a local ethnic restaurant to refine its business model and operations. The data sources used to examine students’ results included module materials, outputs, and feedback surveys. Thematic analysis was employed to assess how GenAI facilitated experiential learning. The findings suggest that GenAI integration facilitated exploration, reflection, conceptualisation, and experimentation. Students reported that the activity was engaging and relevant, facilitating critical decision-making and understanding of operations management. However, the outcomes varied according to GenAI literacy and student participation. Although GenAI-enriched learning is beneficial, human agency and contextual knowledge remain crucial. Overall, this study integrates GenAI as a cognitive partner throughout Kolb’s ELC. This study offers a transferable framework for active learning, illustrating how technology can enhance critical and reflective learning in authentic educational contexts. However, limitations include uneven student participation and engagement, resource constraints, overreliance on artificial intelligence outputs, differentiated impact on learning outcomes, and a single-case report, which must be addressed before the framework can be scaled up. Future research should test this through multi-case studies while developing GenAI literacy, measuring GenAI impact, and implementing ethical practices in the field. ©Los autores ©MDPI.
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Integrating visuo-haptic simulators for active learning to explore the concept of Boyle's Law
(Frontiers Media SA, 2026)
Montes Isunza, Sebastián
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Lozada Flores, Octavio
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Escobar-Castillejos, Daisy
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Berumen-Glinz, Lorena Alexandra
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Escobar Castillejos, David
Introduction: Traditional approaches to teaching physics often struggle to engage students and to convey abstract concepts such as gas laws in a meaningful way. This challenge is particularly evident for learners accustomed to interactive and technology-mediated environments. Recent advances in embodied cognition and active learning suggest that multi-sensory interaction may enhance engagement and conceptual understanding. Visuo-haptic simulators represent a promising approach by combining visual and tactile feedback to support experiential learning. Methods: This study developed a visuo-haptic simulator designed to support the exploration of Boyle's Law through interactive manipulation of pressure and volume variables. The simulator provided real-time visual feedback and proportional haptic resistance to represent changes in gas behavior. Thirty-nine undergraduate engineering students interacted with the simulator in controlled laboratory sessions. A mixed-methods approach was used to evaluate students' perceptions, combining the End-User Computing Satisfaction (EUCS) survey with semi-structured interviews. Results: Survey results indicated high levels of satisfaction in the dimensions of accuracy, ease of use, and timeliness, reflecting students' confidence in the simulator's responsiveness and reliability. Qualitative findings revealed strong engagement and motivation, with participants reporting that tactile feedback helped them intuitively understand the inverse relationship between pressure and volume. Some usability challenges related to interface layout were also identified. Discussion: The findings suggest that visuo-haptic simulators can promote active engagement and support embodied understanding of abstract physics concepts by linking theoretical relationships to sensory experience. Students perceived the simulator as a valuable complement to traditional instruction and expressed interest in its application to other scientific topics. While learning outcomes were not directly measured, the results highlight the potential of visuo-haptic tools to enhance motivation and experiential learning in physics education. Future work will focus on assessing learning gains in classroom settings and extending the approach to additional thermodynamics concepts. © the authors ©2026 Frontiers Media.
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Transforming Surgical Training With AI Techniques for Training, Assessment, and Evaluation: Scoping Review
(JMIR Publications Inc., 2025)
Escobar Castillejos, David
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Barrera Ánimas, Ari Yair
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Noguez, Julieta
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Magana, Alejandra J.
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Benes, Bedrich
Background: Artificial intelligence (AI) has introduced novel opportunities for assessment and evaluation in surgical training, offering potential improvements that could surpass traditional educational methods. Objective: This scoping review examines the integration of AI in surgical training, assessment, and evaluation, aiming to determine how AI technologies can enhance trainees’ learning paths and performance by incorporating data-driven insights and predictive analytics. In addition, this review examines the current state and applications of AI algorithms in this field, identifying potential areas for future research. Methods: Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines, the PubMed, Scopus, and Web of Science were searched for studies published between January 2020 and March 18, 2024. Eligibility criteria included English-language full-text articles that investigated the application of AI in surgical training, assessment, or evaluation; non-English texts, reviews, preprints, and studies not addressing AI in surgical education were excluded. After duplicate removal and screening, 56 studies were included in the analysis. Data were structured by categorizing studies according to surgical procedure, AI technique, and training setup. Results were synthesized narratively and summarized in frequency tables. Results: From 1400 initial records, 56 studies met the inclusion criteria. Most were journal articles (84%, 47/56), with the remainder being conference papers (16%, 9/56). AI was most frequently applied in minimally invasive surgery (27%, 15/56), neurosurgery (20%, 11/56), and laparoscopy (16%, 9/56). Common techniques included machine learning (20%, 11/56), clustering (14%, 8/56), deep learning (11%, 6/56), convolutional neural networks (11%, 6/56), and support vector machines (11%, 6/56). Training setups were dominated by simulation platforms (33%, 19/56) and box trainers (24%, 13/56), followed by surgical video analysis (16%, 9/56), and robotic systems such as the da Vinci platform (13%, 7/56). Across studies, AI-enhanced training environments provided automated skill assessment, personalized feedback, and adaptive learning trajectories, with several reporting improvements in trainees’ learning curves and technical proficiency. However, heterogeneity in study design and outcome measures limited comparability, and algorithmic transparency was often lacking. Conclusions: The application of AI in surgical training demonstrates the potential to enhance skill acquisition and support more efficient, personalized, and adaptive learning pathways. Despite encouraging findings, several limitations exist, including small sample sizes, the lack of standardized evaluation metrics, and insufficient external validation of AI models. Future studies should aim to clarify AI methodologies, improve reproducibility, and develop scalable, simulation-based solutions aligned with global education goals. ©The authors ©JMIR Publications Inc.
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What Active Learning and Authentic Assessment in Higher Education Can Do for the World
(Emerald Publishing Limited, 2025)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
This chapter examines how active learning and authentic assessment can impact learners, society and the world. It advocates for extending traditional classroom pedagogies to real-world experiences, where students can become knowledge producers and problem solvers. In today's higher education, it is essential to equip students with skills to address contemporary challenges. Active learning fosters reflective and practical growth, while authentic assessment encourages engagement with realistic issues, self-directed learning and critical thinking. By placing students in real-world scenarios, these approaches enhance their learning outcome development and foster meaningful contributions to communities and society. This is a shift in learning from classroom spaces to real-world environments. Accordingly, this type of learning supports novel productive interactions for societal impact and community support beyond traditional academic mechanisms. This chapter discusses these concepts in light of the ideas presented in this book in previous sections. Overall, the different uses and applications of active learning for authentic assessment illustrate the link of active pedagogies with realistic learning scenarios and the production of a positive impact on learners and society. Future work could explore the long-term possibilities of these approaches on society and communities, investigating how these could be adapted across disciplines or scaled to larger educational contexts. ©The authors ©Emerald Publishing Limited.
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The effectiveness of curriculum standardization in data analysis and tools proficiency for undergraduate education: a case study
(Frontiers Media SA, 2025)
DelaTorre-Diaz, Lorena
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Ramírez Pérez, Héctor Xavier
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Escobar Castillejos, David
Introduction: The rapid evolution of technology necessitates the development of advanced computing and data analysis skills in undergraduate education. Standardizing curricula is a strategy to ensure consistent learning outcomes and align educational objectives with industry requirements. This study investigates the impact of a standardized curriculum on students' academic performance and professional certification outcomes. Methods: A quasi-experimental design was used to analyze 1,597 students enrolled in a data analysis course before and after implementing a standardized curriculum at a private university in Mexico City. The study assessed course grades and certification exam scores to evaluate the effectiveness of standardization. Parametric and non-parametric tests were applied to ensure robust analysis. Results: Implementing the standardized curriculum resulted in a slight decrease in average course grades but significantly improved certification exam scores, exceeding the threshold for certification. The findings highlight enhanced proficiency in data analysis tools and consistency in achieving educational objectives across groups. Discussion: The results suggest that curriculum standardization effectively addresses teaching methodologies and assessment criteria discrepancies. While increased curriculum difficulty temporarily impacted grades, the improved certification outcomes demonstrate the value of standardization in preparing students for industry demands. These insights provide a foundation for future curriculum development to align academic instruction with the evolving requirements of a technology-driven workforce. ©The authors ©Frontiers Media.

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