Process simulators, originally developed in the mid-20th century for modeling chemical engineering processes in industries such as oil refining and petrochemicals, have evolved significantly with advances in computational power. Their application has since expanded to include bioprocesses characterized by slower kinetic rates. In biotechnology degree, simulators are becoming essential tools for modeling complex operations such as fermentation, cell culture, and product purification, which are difficult to replicate in class due to their long steps and ‘dead’ times.
In last decades, simulators started to be widely used in both academia and industry to design, optimize, and scale up biotechnological processes, offering a first approach to test hypotheses, reduce experimental costs, and support regulatory compliance. This methodology avoids laboratory sessions, which can be limited by time, resources, and safety concerns. There are several examples of process simulator software developed by different companies, some of them focused on oil and gas with precise thermodynamic data (Aspen Hysis, Aspen Plus and UniSim) and others specially designed for biochemical, pharmaceutical, and food industries (SuperPro Designer and BioSolve Process).
In the present work, the objective was to train Biotechnology students in process simulation related to Bioreactors subject using SuperPro Designer. The activity designed started with some easy examples about bioethanol fermentation process, focusing on key reactor parameters such as slow kinetics and downstream purification required to obtain a commercial product such as ethanol. Then, in order to enhance transversal skills, we also explored the project planning tools included in the software, such as Gantt charts. These features helped students to visualize and compare batch and continuous process kinetics, emphasizing the importance of minimizing idle or ‘dead’ times. Additionally, students applied the software’s economic evaluation features to assess profitability through indicators such as Net Present Value, Internal Rate of Return, and payback time to determine the viability of the proposed bioprocesses, reinforcing both technical and transversal skills.
Students performed the activity in pairs or groups of three in a computer classroom with individual access to a workstation while the teacher demonstrated initial examples and guided the first steps of the exercise. As the software had been introduced on a previous course and was pre-installed in all computer labs, students were already familiar with its basic functions. This methodology not only reinforced their technical skills, but it also promotes essential teamwork and collaboration abilities, which are critical for their future professional development.
Qualitative feedback was collected through a final individual questionnaire, which showed that over 80% of students were satisfied with the learning environment. Moreover, more than 65% of students showed expectations of using process simulators in their future professional activities.

Keywords: Process simulator, SuperPro Designer, Bioreactors, practical activity, Biotechnology degree.