Salinas-Navarro, David Ernesto

Main Affiliation

Facultad de Ingeniería - CampCM

Preferred name

Official Name

Salinas Navarro, David Ernesto

ORCID

0000-0002-7919-4885

Scopus Author ID

57208908312

Now showing 1 - 10 of 61

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Integrating Value Creation and Core Technology Infrastructure into Cybernetic Governance in Short Food Supply Chains: The Case of Queso Tenate in Mexico
(MDPI AG, 2026-06-01)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
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Ramírez Gutiérrez, Ana Gabriela
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Michel-Villarreal, Rosario
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Cybernetic Insights on GenAI and Learning in Higher Education
(IEEE, 2026-03-08)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
2
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Implementing a challenge-based learning experience in a bioinstrumentation blended course
(BMC, 2024)
Santos-Díaz, Alejandro
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Montesinos, Luis
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Barrera-Esparza, María
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Perez-Desentis, Maria del Mar
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Salinas-Navarro, David Ernesto
Background: Bioinstrumentation is essential to biomedical engineering (BME) undergraduate education and professional practice. Several strategies have been suggested to provide BME students with hands-on experiences throughout the curriculum, promoting their preparedness to pursue careers in industry and academia while increasing their learning and engagement. This paper describes the implementation of challenge-based learning (CBL) in an undergraduate bioinstrumentation blended course over the COVID-19 pandemic. Methods: The CBL experience was implemented in a third-year bioinstrumentation course from the BME program at Tecnologico de Monterrey. Thirty-nine students enrolled in two sections formed fourteen teams that tackled blended learning activities, including online communication, lab experiments, and in-person CBL activities. Regarding the latter, students were challenged to design, prototype, and test a respiratory or cardiac gating device for radiotherapy. An institutional student opinion survey was used to assess the success of our CBL implementation. Results: Student responses to the end-of-term survey showed that they strongly agreed that this course challenged them to learn new concepts and develop new skills. Furthermore, they rated the student-lecturer interaction very positively despite the blended format. Overall, students assessed their learning experience positively. However, implementing this CBL experience required a substantial time increase in planning, student tutoring, and constant communication between lecturers and the industry partner. Conclusion: This work provides an effective instance of CBL for BME education to improve students’ learning experience despite decreased resource efficiency. Our claim is supported by the student’s performance and the positive feedback from our industrial partner. © The authors, BMC Medical Education.
Scopus© Citations 1 9
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Challenge-Based Learning for Active Learning in Industrial Engineering Education
(Emerald Publishing Limited, 2025)
Palma-Mendoza, Jaime A.
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Salinas-Navarro, David Ernesto
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Arana-Solares, Ivan A.
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Franco-Herrera, Froylan
This chapter delves into the design of active learning activities for competence development in industrial engineering students through challenge-based learning (CBL). A learning challenge, as a purposeful experience, is proposed to expose students to real-world situations through experiential learning (EL). Around a challenge, tutors and students collaborate with an organization as an educational partner to develop alternative solutions in line with their intended learning outcomes. A case study is presented to exemplify the development of active learning activities within a CBL and EL framework that supports authentic assessment (AA) in a group of industrial engineering aggregated courses at Tecnologico de Monterrey in Mexico. The learning challenge provides promising results for the satisfactory development of student competences and the AA of their learning outcomes. However, limitations do exist concerning difficulties in the design and implementation process, which require further work. ©The authors ©Emerald.
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Gamification and Self-Directed Learning
(DECHEMA, 2020)
Pacheco, Ernesto
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Palma, Jaime
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Salinas-Navarro, David Ernesto
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Arana, Ivan
Gamification is a learning technique that transfers game mechanics to the educational environment in order to achieve better learning results, change participants' attitudes towards the learning process, develop knowledge and student skills. One of the advantages of using gamification is that motivates students to investigate and design strategies in order to achieve a better performance in the game. There are many studies that highlight the different benefits of using gamification in the classroom, among some of these benefits gamification improves student participation, motivation and commitment, encourages more collaboration between students, increases content understanding, among others. On the other hand, it is necessary to understand that the paradigm of employers has changed. Companies today need more flexible people, with different skills, with the ability to "learn to learn". This skill is essential to cope with the complexity of interactions that people frequently face. This is why many companies prefer to have employees who manage their time and achieve results independently (without the direction of supervisors, trainers, or educators). Day by day it is more important that people develop the ability to acquire new skills, new knowledge and self-management. For the past two years, with other colleagues in the logistics area at our university, we have worked on designing a course based on an online game called Logistic Simulator (or LOST, for short). The intention of the game is that students can acquire knowledge in an easy and fun way. To improve their performance in the game, they must investigate and learn different topics of the course on their own, and even investigate content that is not found within the syllabus. This study aims to point out how gamification influences the student's perception of self-directed learning. The study shows that students significantly change their perception of some of the areas related to their participation and the degree of responsibility they have for their own learning, in particular, students improve their abilities in the search for information, autonomy and self-management. ©The authors, ProQuest.
12Scopus© Citations 2
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Organisational Viability in Artisan Dairy Short Food Supply Chains: A Cybernetic Diagnosis Using the Viable System Model
(MDPI AG, 2026)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
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Michel-Villarreal, Rosario
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Cho, Ah-Reum
Short food supply chains (SFSCs) for artisan dairy products promote rural development, cultural preservation, and consumer trust but face challenges not found in mainstream chains. This study focuses on queso Tenate, a traditional cow-milk cheese from central Mexico, and examines how its SFSC organisational structure influences its capacity to ensure food safety, quality consistency, market delivery, and viability. Using a single-case exploratory design, the study applies the Viable System Model (VSM) as a diagnostic framework to map systemic functions within an artisan dairy enterprise. Data were collected through VSM-informed interviews and observations of production and retail practices. The findings show that food safety, quality performance, and market delivery reliability are structurally mediated by systemic coherence, not product characteristics alone. While strong relational coordination and shared identity sustain viability, several functions—particularly coordination, audit, and intelligence—remain person-dependent. This study identifies structural implications for strengthening regulatory coordination and monitoring practices without undermining relational management or artisan identity. The primary contributions are as follows: (i) extending SFSC research through a systemic diagnosis of an artisan dairy chain in an emerging economy; (ii) linking VSM-based organisational study to food safety, quality consistency, and market performance; and (iii) positioning VSM as a conversational tool for SFSC viability. Limitations include the single-case design, reliance on qualitative data, and absence of longitudinal measurements. Future research should compare VSM applications across multiple SFSCs, integrate quantitative analyses, and explore its use as a management tool. The study highlights the role of systemic coherence in ensuring SFSC sustainability and cultural embeddedness. © The authors © MDPI.
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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.
21 12Scopus© Citations 2
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Developing and Assessing Engineering Competencies at Experiential Learning Spaces
(IEEE, 2019)
Garay-Rondero, Claudia Lizette
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Rodriguez Calvo, Ericka Zulema
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Salinas-Navarro, David Ernesto
This Innovative Practice Work in Progress Paper presents a contemporary proposal for engineering competencies assessment research in higher education practice, geared to pedagogy scholars, engineering faculty, recruiters and accreditation institutions, among others. This research work builds a breakthrough practice to assess disciplinary competencies within the context of a Challenge-Based Learning and Experiential Learning, in which students learn through getting involve and taking action in real manufacturing problems, creating and implementing sustainable solutions for Engineering concerns. The study presents a state of art review of Competency-based Education; then the competencies assessment methodology proposal and their experimentation approach is described by means of a specific case of study in an experiential and challenged based learning, for exemplification. Finally, implications, future work and conclusions are offered in relation to the main contributions of this work. The main intention for the methodology presented in this work is to deliver value-added feedback to students to help them in their future engineering practice as professionals and the individual blossoming of their behaviors', attitudes and values, extending with this approach the practices described in this paper to pedagogical research and educational practice from others practitioners. ©IEEE, The authors.
7Scopus© Citations 18
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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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Learning Experiences about Food Supply Chains Disruptions over the Covid-19 Pandemic in Metropolis of Latin America
(2021)
Salinas-Navarro, David Ernesto
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Alanis-Uribe, Alejandra
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Da Silva-Ovando, Agatha Clarice
The COVID-19 pandemic changed education by disrupting activities and interactions among all stakeholders. However, this event also opened new possibilities, as in higher education, to explore the future implications of the pandemic for learning purposes. One possibility is about the study of supply chains where delivery times and product quality were affected during the sanitary emergency. One essential category of goods strongly affected is food concerning availability, accessibility, and affordability because of physical limitations, mandatory ordinances, or deficient infrastructure. This situation interrupted supply chains affecting food provision and procurement across different social groups and locations, especially in disadvantaged or poor communities or countries. Accordingly, this work explores, from the perspective of Industrial Engineering education, the effects of the pandemic on food supply as relevant learning experiences about relevant contemporary issues. Learning experiences can refer to present difficulties in food supply during the pandemic; however, other possibilities might exist to improve food security in the future. Thus, a study of the pandemic situation in Latin America has been implemented about food supply. An online survey using internet social networks helped to collect data about people's profiles, consumption preferences, and shifts in food demand and supply over the pandemic in the two main conurbations of Mexico and Bolivia. Data analysis studied the impact on distinct age groups, locations, and income levels. Results explore consequences in the food provision because of increasing delivery times, shortages, and price rises. These findings can help to conceptualize learning experiences to strengthen food security in urban areas. ©The authors, Proquest.
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Salinas-Navarro, David Ernesto

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