Reproducing an innovation environment in the classroom. A strategy to promote creativity in Chemical Engineering education

The teaching-learning process in traditional university education uses strategies that position the student as a recipient of information conveyed by the teacher and conceptualized as knowledge. The reality in which we live, including the characteristics of new generational groups, requires the generation of training solutions that meet the needs of individuals in developing skills or know-how. This approach creates responses to societal needs, forming individuals capable of continuously seeking knowledge and being trained to create and innovate. In this paper, we present the results of applying the strategy 'Reproduction of an Environment of Innovation in the Classroom' (RAIS) in courses of the Chemical Engineering curriculum at the Universidad de Los Andes, Mérida-Venezuela. This is a teaching-learning and evaluation strategy where the student is actively involved in constructing and generating knowledge, developing the programmatic competencies in the courses through the execution of a product. The RAIS strategy was applied in the Physical Chemistry for Chemical Engineers, Industrial Chemistry I, and Industrial Chemistry Laboratory courses. Students successfully produced a product, utilizing know-how in each course area. Additionally, this strategy increased motivation compared to other courses based on masterclasses, and enhanced the ability to develop and find solutions in work environments with multidisciplinary groups.