Teaching methods for calculation and project development, focusing on theoretical principles and the reproduction of validated procedures, has been the traditional focus of engineering education. Innovation has been present in universities, mainly in the creation of processes and technologies for the development of products, services, or companies, based on entrepreneurship. Training in innovation has been limited to interested students, and not encouraged for all students, despite how relevant it is for current and future global development. According to the literature research and the opinion of the experts, this research identifies the characteristics of innovation that engineering students should acquire, in response to the challenges of engineering in the 21st century, considering as a basis the Sustainable Development Goals (SDGs), in the context of the increasingly demanding requirements of industry 4.0. The identification of the relevant aspects in innovation were categorized according to the expertise and academic performance of the authors. In addition to this, the investigation of the representative elements of Industry 4.0, and the incorporation of Sustainable Development Goals, establish the basis of this study to guide the development of innovation skills in the process of engineering student education. Furthermore, in order to integrate innovation skills, elements of Industry 4.0 and aspects of Sustainable Development Goals, the concept of competence is introduced, with a conceptual structure that considers knowledge, attitude and performance context, thus this research provides a conceptual framework for those interested in constructing innovation skills in engineering, oriented towards the development of an innovation culture and mentality, as part of the expected professional performance.

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The Sustainable Development Goals (SDGs) and the Education for Sustainable Development (ESD) framework propose the concept of competencies as a key cognitive, attitudinal, and procedural aspect aimed at the integral development of students, which implies a challenge in the way of evaluating them. Thus, the traditional monitoring of students’ progress through their grades is not enough, and monitoring competency is becoming more important. This research proposes a system for monitoring competencies in engineering programs. The system identifies the expected learning outcomes (LOs) of each course and cross-references them according to the ponderation of each evaluation planned. Subsequently, it links each LO with the competencies of the course, allowing the student to be monitored throughout their career. The strategy was applied to a civil engineering course. The students’ results, according to the course competencies, were obtained, linking them correctly with the LO and the grades obtained. The evolution of these competencies was evaluated until the end of the semester in which the students were taking the course. The analysis of the results shows the differences between the monitoring by grades versus by competencies, evidencing that there were cases in which a student passed the course by grades but failed to develop the expected competency.

The Ministry of Housing and Urbanism of Chile (MINVU) has led the implementation of thermal conditioning requirements in dwellings (2000, 2007) as well as the Dwellings Energy Rating System (2012). To design improvements to both programmes, MINVU required a statistical analysis identifying the statistical distribution of the different parameters that influence the energy demand of the dwellings, as well as typologies and their distribution, both at the national level as well as that of the 9 thermal zones. A series of statistical analyses was developed for this purpose; mainly a Conglomerates Analysis, using specifically the hierarchic agglomerative method. This method was applied to detached dwellings, Semi-detached or Terraced dwellings and Apartment segments. So as to obtain more stable frequencies, as well as estimate standard deviations and confidence intervals, 200 random samples were obtained for each segment. The main result was the definition of 13 dwelling typologies in Chile, their respective distribution at the national and thermal zones levels, as well as the representation of the parameters that compose these typologies and influence energy demands. Finally, an analysis was carried out, based on secondary images of dwellings representing their respective typologies; this allowed complementing and correcting the typologies’ definition where it should be necessary. A second study is being carried out at the time of closing this document -using those results- this shall allow to establish the energy demand of dwellings built in Chile before 2018, by typology, thermal zone and thermal regulations stage, so that Minvu may quantitatively define the energy demand baseline, consolidate measurement metrics, and refine long-term improvement objectives.