The training of highly qualified engineers requires the combination of solid theoretical foundations with the ability to tackle practical challenges commonly found in industrial environments. In a context of increasing complexity in production processes and the pursuit of energy efficiency, it is essential that engineering students develop not only conceptual mastery but also the ability to apply this knowledge in real-life situations. In this context, the integration of industrial cases into the academic environment presents itself as an innovative strategy to align education with professional practice. This work explores the use of real industry cases as a teaching tool in the Mass and Energy Balance course (LOQ4053) offered in the undergraduate engineering programs (Environmental, Biochemical and Chemical) at the School of Engineering of Lorena, University of São Paulo (EEL-USP). The methodology involves collaboration with companies from the industrial sector, which provide real problems related to energy efficiency and process management. These problems are presented to students as case studies, challenging them to apply theoretical concepts of mass and energy balance to propose robust and sustainable technical solutions. Throughout the semester, students work in teams to analyze the real data provided by the companies, develop balance models, and suggest improvements to industrial processes. The participating companies are directly involved, offering feedback on the proposed solutions and contributing to the development of the students' practical skills. Throughout the process, the course instructor, along with a student assistant and industry peers, provided ongoing guidance. The results showed that this pedagogical approach significantly enhances the understanding of mass and energy balance concepts, increases student engagement, and better prepares future engineers to face real-world challenges. The partnership with industry also provided a valuable exchange of knowledge, with companies identifying optimization opportunities in their processes and students gaining practical experience. It is concluded that the incorporation of real industry cases is an effective strategy for promoting more meaningful learning integrated with professional reality, strengthening the connection between academia and industry, and contributing to the training of more capable engineers.

Keywords: Industry, Engineering, Teaching, Learning.