Dual Hackathon Based on Immersive Simulation: A Multidisciplinary Approach for Engineering Training and Emergency Management

Engineering education worldwide is facing two major challenges: a shortage of students and a high dropout rate in this field of study. The main objective of this study is to identify new and improved teaching methodologies that motivate students, enhance their essential professional skills, and provide insight into the societal impact of engineering work. In order to achieve this, the study focused on a topic of great concern to the general population: hydrometeorological emergencies resulting from climate change. These emergencies are increasing in frequency and intensity, posing significant challenges where engineering can contribute solutions to mitigate their severe effects. A dual hackathon was designed, incorporating a real-world immersion experience. Graduate students in engineering disciplines participated in a simulation of flooding in a nearby town, experiencing firsthand the planning and execution of interventions, the application of technology for various rescue operations, and the management of interoperability among resources and teams. Following this immersive experience, students took part in a hackathon where they developed innovative solutions in diverse fields to improve the mitigation of human and economic damages. The competency evaluations conducted after the dual hackathon revealed improvements ranging from 20% to 70%, with key technical skills such as “preventive planning” and “audits and certifications” increasing by 33% and 21%, respectively. Paired t-tests confirmed these gains (p <0.005), with large and moderate effect sizes (Cohen’s d =0.87, 0.59). Moreover, civil protection and risk management competencies saw increases of over 70% (p <0.001, Cohen’s d >1.4), reinforcing the strong impact of this approach. These results consolidate the dual hackathon as a comprehensive, attractive and effective teaching methodology that significantly improves the training of Engineering 5.0 students.