The use of state-of-art immersive technologies enhanced undergraduate students’ motivation to learn. The main variables for the comparative analysis are the opinions of surveyed students for three academic terms and the perception of motivation as an engine for learning. The data used for this article comes from undergraduate students at a Mexican university, Tecnológico de Monterrey, during January 2019 up to June 2020. The virtual activity designed for fostering motivation for is called: Welcome to Ur, Mesopotamia. The activity consists of a recreation of the ancient city of Ur using 3D animation and virtual reality goggles. Each student was able to travel back on time and explore by foot the streets, temples, and palaces of the Mesopotamian city. The courses where the educational experiences took place, "Sustainable Cities and Communities" and "Citizenship and Democracy" reported higher satisfaction and motivation to learn that those courses that did not use the virtual tool. The use of technological tools helped students to have better understanding of the academic content. The students reported feeling motivated to learn more about political history due to the immersive learning activity.

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This article shows the results from the experience of the i Semester of the Modality in Leadership for he Social Development during the 2016 August to December semester at the Tecnológico de Monterrey, Campus Monterrey. One of the premises of a semester i is the development of the innovative strategies that facilitate the students the professional competence development by exposing them to challenging activities and the interaction with reality. This experience took place in the San Gilberto community center of the Social Development Secretariat in the state of Nuevo León, México. The approach to the vulnerable community was developed from the framing of social development, a social change plan process whose objective is to promote the population’s well being. To this end three challenges were selected whose follow up was leader by two professors, which work in the different roles set up by the new educational models, when guiding the work of seven students. Through the i semester experience the possibility of helping the community’s transformations was explored. Continuity to this coexisting project presented is expected, as an idea alternative to restore the community, which was fracture due to the conditions of insecurity in which it is currently immersed.

This paper shows prospective methodology as a tool to generate strategic knowledge for designing sustainable futures. The strategic prospective is a social science discipline dedicated to explore the future. Based on qualitative methods with participative experts and stakeholders, the strategic prospective allows designing different future scenarios and planning the transformation of a current situation into a desired future. To design sustainable futures, this paper proposes a four-stage methodology: understanding the context; strategy visualization; design of alternative scenarios and definition of desired future; and planning its construction. This methodology makes evident the possibility of seeking alternative scenarios for a sustainable future in different scopes, particularly, in two prospective applications: biodiversity conservation and water treatment. The outcomes of the application have allowed proposing strategies and policies for the management of environmental goods, such as environmental services and water reuse, with a long-time outlook based on a collective desired future.