Implementing a Challenge-Based Automotive Engineering Concentration for Experiential Learning in Mechanical Engineering Education

Abstract

Engineering programs in highly integrated domains such as Automotive and Mechanical Engineering require educational approaches that effectively bridge theoretical knowledge, technical competencies, and professional skills within authentic learning environments. This paper presents and analyzes the implementation of an Automotive Engineering Concentration designed under a challenge-based learning framework, in which students engaged in the design, manufacturing, and system integration of a functional electric vehicle aligned with international competition standards. The concentration was structured into two sequential curricular units and implemented during the August–December 2023 academic term, involving nineteen undergraduate engineering students from multiple campuses. Participants worked in multidisciplinary teams responsible for critical vehicle subsystems, fostering system-level thinking and interdisciplinary collaboration. A descriptive–analytical research approach was adopted, combining the analysis of curricular design, student academic performance, and technical evidence derived from the developed prototype. Results indicate consistently high academic performance, positive learning progression, and effective integration of knowledge across engineering domains. The successful participation of the developed vehicle in national competitions, where it achieved first place in 2 races and third place in the overall Electratón México competition, provides external validation of the technical and educational outcomes of the proposed model. Despite limitations related to sample size and the absence of a control group, the findings offer relevant evidence supporting the integration of authentic engineering challenges within curricular concentrations as a viable strategy to enhance engineering education and better align academic training with industry demands.