University education for innovation has become a global strategic measure to develop scientific and technological progress. Traditional universities are based on this model where great importance is given to the transmission of culture and knowledge, since they are believed useful to help the student to form a disciplined personality. This position dominates contemporary university education, it is a theoretical model where students do not have much interaction with real models that will be useful in their incorporation into the production chain and industry. New models to ensure the students to develop skills to succeed in a highly competitive world. This project aimed to represent an educational immersion model of a scale up factory-type chem ica l process. This project intended to make students put their knowledge into a real collaborative environment by the production of two skin care products from a real company. During the development of the project, 51 students were exposed to a process scaling experience in real manufacturing conditions for the production of cosmetic products for the personal care industry. This project represents an example of an innovative educational model in the University since it allows students to develop entrepreneurial skills through an experience on a real industrial production with an impact on their professional development.

This study aimed to evaluate the perception and selfassessment of soft skills development among bioengineering students using problem-based learning (PBL) methodology. A survey was conducted to assess the relevance perception and selfassessment of seven soft skills with different attributes, before and after the PBL course. The study found that bioengineering students recognized the importance of developing soft skills alongside technical expertise. Communication, critical thinking and problemsolving, entrepreneurship, ethics and professional moral, leadership, continuous learning and information handling, and teamwork skills were consistently improved with the PBL course. The PBL methodology had a positive impact on the development of soft skills attributes, as students either improved or maintained their skill levels. However, significant differences were observed in five of the seven soft skills attributes. The use of technology for making presentations and the impact of understanding the external factors were the least developed attributes among students. The study suggests that PBL may not have included enough opportunities for students to develop these skills, and specific activities may need to be incorporated in the future. Overall, the results underscore the importance of integrating soft skills development into bioengineering education and training programs, as these skills are crucial for success in the field.