# Challenge-Based Learning and Scrum as Enablers of 4.0 Technologies in Engineering Education
## 4 Discussion  
The results presented in this work provide an attractive approach regarding the adoption and use of Industry 4.0 technologies by engineering students through a challenge-based teaching tool (CBL4.0) and the integration of agile Scrum methodologies. The implementation carried out --based on six fundamental pillars considered in the present study--allowed a higher education institution to effectively incorporate the proposed methodology in real projects linked to the industry, and above all its applicability in an academic environment that can be expanded to other academic engineering programs. First, we can highlight the high level of adoption of Industry 4.0 technologies among students of the three engineering courses selected: Industrial Engineering (IndEng), Civil Engineering (CivEng), and Mining Engineering (MinEng). The results show an overall adoption of 68% in IndEng, 85% in CivEng, and 80% in MinEng. The difference in adoption between these engineering courses, with a higher proportion in the case of CivEng, could be influenced by the previous experience of students in this specialty with 4.0 technologies. As mentioned above, CivEng students participated in a pilot experience the previous semester, suggesting that familiarity with the technology may be a key factor for its effective integration into projects. However, although 85% of the adoption by CivEng students is high, it did not reach 100%. On the other hand, it is expected to continue increasing as these types of technological immersion actions continue to be implemented in engineering students. Additionally, the gender-based assessment revealed differences in the adoption of 4.0 technologies. In the case of IndEng, 70% of men and 60% of women opted for these technologies, while in CivEng and MinEng, 100% of women chose 4.0 technologies, compared to 80% and 74% of men, respectively. These results suggest differences in adoption between genders, where female students in CivEng and MinEng showed a greater inclination towards using these technologies, which could indicate a greater motivation or interest in these technological fields by women. Furthermore, analyzing the type of technology used allowed a deeper understanding of the students' preferences. In IndEng, men and women preferred IoT over AI, with 60% and 40%, respectively. In CivEng, AI was the most used technology, especially among women (83%), followed by Robotics and IoT. In MinEng, all students, regardless of gender, opted for AI. These results reflect that, although the type of challenge may have conditioned the choice of technology, there is a natural tendency towards certain technologies, such as AI, in the case of CivEng and MinEng. However, in the latter case, it is worth asking whether this strong tendency towards AI could be marked by the wide diffusion that this technology has had in recent years. This analysis highlights the importance of prior experience and early exposure to Industry 4.0 technologies in encouraging their adoption. Furthermore, the use of innovative teaching approaches, such as the challenge-based approach (CBL4.0 combined with Scrum in the case of this research), together with continuous training in these technologies, seems to be essential to prepare students for the challenges of modern industry. Finally, to learn from the professors' opinions, they were interviewed, and their views helped support the present study's findings. They emphasized that real experiences generated greater motivation in students, highlighting that practical engagement not only aids in better progress but also fosters a learning environment within teams. They pointed out that CBL4.0 promotes teamwork, enabling students to share responsibilities and viewpoints,and encourages team decision-making--an essential professional skill.