This work shows the results of a teaching-learning sequence applied to the concept of the nature of science and technology implemented on manufacturing technology engineering students at Autonomous University of Baja California, Mexico, during the academic period 2012-2013. The sequence was implemented to the course of Applied Human Values, on which students ponder and debate on principles of science and technology; taking as main objective to identity student beliefs on ethics, and values and assumptions of science. The Methodological design is quasi-experimental, pre-post-test without controlling group. The study allows identifying a slight improvement in the engineering student beliefs about the aspects of science, technology and society that are being evaluated.

Student enrolment in science, technology, engineering and mathematics (STEM) programs is critical in Mexico. Mexican employers reported having difficulty finding people with the necessary skills to fill vacancies in STEM areas. Our study analysed student responses regarding the main factors in choosing a STEM career. These included everything from gender roles to family opinions. The resulting indicators showed how cultural training, youth identity and gender equity impact career choices related to STEM for students in Mexico’s border areas of Baja California and Sonora. Our results can help define strategies universities should implement and success factors for recruiting and retaining students in STEM programs.

Industry 4.0 represents the fourth of a series of industrial revolutions, which in turn transformed economies, jobs, including society itself, whose strength derives from training in science and technology, however, the enrollment of students in STEM careers It is critical. To strengthen the efforts, in the formation of careers in STEM, a collaboration group was formed by three universities to integrate a STEM + A network (where A signifies the inclusion of the Arts) in the region with the objective that more and more young people enroll in the areas of science, technology and engineering and mathematics, in addition to promoting retention and gender equality. In the first phase, the project focused mainly on the measurement of relevant indicators using the IRIS-Q instrument as a support base for the design of actions to be implemented in a second stage. The resulting indicators show how cultural training, youth identity and gender equality have a positive impact on career options related to STEM by students in the border area of Baja California and Sonora. Based on these results, you can define which strategies universities should design and implement and what are the success factors for recruiting and retaining students in STEM careers.

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Mexico hosts a large number of modern firms, notably in the sectors of aerospace, automobiles, foods and beverages, which employ high-skilled and well-educated workers. Therefore, Graduates from Science, Technology, Engineering, and Mathematics (STEM) fields are both in high demand in the labor market and among the most highly paid. Even though, 30.9% of Mexican employers report having faced difficulties finding people with the necessary skills to fill vacancies in STEM areas. Three universities in the northwest region of Mexico conformed a STEM network aiming to promote enrollment, retention and gender equality on STEM careers. An instrument based on Questionnaire ROSE-Q or "Relevance of Science Education" allowed gathering information that allows measuring relevant indicators to support the design of actions and strategies. The project was carried out with funds granted in 2016 from the National Council on Science and Technology (CONACYT). The main indicators impacting the STEM career choice of students are about cultural training, youth identity, and gender equity.