Technological Innovation in Engineering Education: A Psychopedagogical Approach for Sustainable Development

• Autores: Lourenço, Abílio, Navarro-Loli, Jhonatan S., Domínguez-Lara, Sergio
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Universidad Peruana de Ciencias Aplicadas
• Repositorio: UPC-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorioacademico.upc.edu.pe:10757/686712
• Enlace del recurso: http://hdl.handle.net/10757/686712
• Nivel de acceso: acceso abierto
• Materia: digital learning; engineering education; psychopedagogical strategies; sustainable development goals (SDGs); technological innovation

Digital transformation has profoundly impacted engineering education, demanding new pedagogical approaches that ensure effective and sustainable learning. Educational psychology plays a fundamental role in strategically integrating educational technologies, fostering more inclusive, interactive, and efficient learning environments. This article explores the intersection of technological innovation, engineering education, and educational psychology, analyzing how digital tools such as Artificial Intelligence, virtual reality, gamification, and remote laboratories can optimize the teaching–learning process. It also examines the psychopedagogical impact of these technologies, addressing challenges like cognitive load, student motivation, digital accessibility, and emotional well-being. Finally, the article presents guidelines for sustainable implementation aligned with the Sustainable Development Goals (SDGs), promoting efficient, equitable, and student-centered education. As a theoretical and exploratory study, it also points to directions for future empirical investigations and practical applications. The insights provided offer strategic guidance for academic managers and educational policymakers seeking to implement sustainable, inclusive, and pedagogically effective digital innovation in engineering education.