Abstract:

This abstract presents an interdisciplinary research experience between the Design and Biology Education programs at the University of La Serena (Chile), aimed at integrating 3D modeling and immersive technologies into university education. The study analyzes how female Design students, within the context of the Thesis Project course, migrate their proposals from two-dimensional sketches to three-dimensional digital prototypes validated in scientific and educational contexts. These prototypes were developed at the Laboratory for Research and Technological Innovation in Science Education (LITECC) at the University of La Serena.

The qualitative and exploratory research was conducted with students from the 2023, 2024, and 2025 cohorts, using participant observation, open interviews, and systematic interdisciplinary prototype validation processes with specialists in science and education. The results show that incorporating 3D modeling, 3D printing, and augmented and virtual reality applications fosters meaningful learning, strengthens interdisciplinary collaboration, and promotes women's technological empowerment, positioning female students as active agents of innovation in academic and scientific contexts.

It is concluded that this integration not only strengthens design training and the quality of learning outcomes but also contributes to reducing gender gaps in technological fields, developing more equitable educational practices, and consolidating relevant interdisciplinary training models for the contemporary challenges of higher education.

Keywords:

Design, immersive technologies, gender, interdisciplinary learning, 3D modeling.