Digital and Social Bridges: Leveraging Data Storytelling for Innovation Engineering Projects with Community Impact

Abstract

This article presents a classroom innovation experience implemented during the 2025 academic year in the Data Management and Analysis course, part of the Innovation Engineering program at Siglo 21 University. The study explores how integrating Project-Based Learning (PBL) and the Positive Education framework (PERMA model) strengthens technical competencies while fostering social commitment among students. The methodology involved developing data analysis and visualization projects using Power BI, centered on the "Technology and Society" axis. By curating public datasets, 49 students addressed critical issues such as the digital divide, educational equity, and environmental impact. The findings identified three distinct group performance profiles: methodical, techno-centric, and asynchronous. The conclusions highlight that linking technical rigor with a community-focused purpose acts as a catalyst for intrinsic motivation and academic achievement. Ultimately, this work demonstrates that when data science education transcends purely instrumental learning to address ethical and social challenges, it not only facilitates the mastery of analytical tools but also fosters a professional identity dedicated to transforming data into actionable knowledge for social well-being.