Abstract:

The digitalization of logistics processes has significantly transformed activities in the freight transport sector. Today, truck drivers are not only required to operate vehicles but also to interact with various technological tools, such as QR code registration systems at distribution centers, navigation applications, messaging platforms, and electronic document management. However, the incorporation of these technologies represents a challenge for many drivers.

In Mexico, the freight transport workforce is predominantly composed of adult operators who, in many cases, developed their professional careers in contexts where digital tools were not part of daily operations. As a result, this technological transition may lead to operational inefficiencies and limit the autonomy of some drivers in performing their daily tasks.

This study presents an educational experience developed by students from the Urban Mobility Engineering program at the Unidad Profesional Interdisciplinaria de Energía y Movilidad (UPIEM) in Mexico City. The objective is to design and implement a project-based learning intervention aimed at strengthening basic digital skills among active freight transport operators with limited prior exposure to digital tools.

The methodology was structured in four phases. First, a diagnostic assessment of technological needs was conducted by identifying the main challenges operators face when using digital tools. Second, students designed educational materials adapted to the participants’ work context. Third, mentoring sessions were conducted, focusing on the use of mobile applications and digital tools required for daily operations. Finally, an evaluation was conducted based on participants’ feedback.

The results indicate that operators improved their ability to use essential digital tools for daily activities and reported greater confidence in interacting with technological systems. At the same time, students strengthened communication, teaching, and problem-solving skills, while gaining a deeper understanding of real-world operational processes in the freight transport sector.

This study focuses on students as facilitators of learning processes, emphasizing workforce training and digital inclusion, particularly among adult operators who had limited prior exposure to digital tools.

These findings highlight the potential of project-based learning and university–industry collaboration to enhance engineering education while contributing to the reduction of digital gaps in the freight transport sector. This approach also demonstrates strong potential for replication in similar training and industry contexts.

Keywords:

Project-Based Learning, Digital Skills, University–Industry Collaboration, Freight Transport.