In pursuit of educational methodologies that prepare students for real-world challenges, a strategy combining Flipped Learning with Project-Based Learning in collaboration with technology sector companies has been implemented. This innovation has been applied in the Business Management and Administration course, offered in degrees such as Computer Engineering, Computational Mathematics, and Robotics Engineering.​

The Flipped Learning methodology allows students to access theoretical content beforehand through online resources, freeing up class time for practical and collaborative activities. Each week, students review the theoretical material at home corresponding to the upcoming topic, thereby enhancing their analysis, critical thinking, and understanding before in-class discussions led by the professor and invited professionals. This approach fosters more active participation and enriching debates.​ Additionally, collaboration with real companies has provided students the opportunity to tackle authentic industry challenges. During these engagements, industry professionals present real-world problems that students, organized in teams, must analyze and solve, promoting critical thinking, problem-solving abilities, and teamwork.​

Moreover, this methodology offers a unique opportunity to connect students with company executives, bridging the gap between academia and the professional world. This direct interaction facilitates future opportunities for professional internships and potential job offers, allowing students to establish valuable industry connections.​

This innovative teaching methodology is particularly suitable for courses where assessment is based on a combination of practical work, projects, and theoretical evaluation, as it effectively balances theory with its application in real-world contexts. In this context, the Business Management and Administration course has served as a successful pilot case, with an evaluation model structured as 50% based on a final exam and 50% on practical work and projects conducted during practical sessions.​ Given the positive impact on student motivation, participation, and academic performance, this methodology is proposed as a replicable model in other courses with similar assessment structures, especially in engineering programs and disciplines where practical application is essential for professional development.​

This proposal represents an educational innovation that not only enriches the teaching-learning process but also aligns academic training with current market demands, preparing future engineers to effectively and creatively tackle real-world problems.

Keywords: Flipped Classroom, Project-Based Learning, Educational Innovation, Industry Collaboration, Higher Education, Employability, Real-World Challenges.