Needs and requirements of engineering students in relation to learning differential calculus

Abstract

This study analyzed the integration of Information and Communication Technologies (ICT) in the teaching and learning of differential calculus among engineering students at UNAN-Managua/CUR-Estelí, with the aim of identifying students’ needs and requirements in acquiring and using the knowledge and skills necessary for its implementation. The study was mixed-method, descriptive, non-experimental, and cross-sectional. Data was collected through surveys administered to a sample of 48 students and classroom observation. The results indicate that 88% of participants consider the use of ICT essential for understanding complex concepts; however, only 29% use them consistently. Likewise, 73% of respondents rated their mastery of these tools as “fair” or “poor,” evidencing a gap in digital skills. These findings underscore the need to strengthen technological training and redefine pedagogical strategies to optimize the integration of ICT in the teaching of differential calculus. The development of active methodologies supported by digital resources is recommended to improve learning and the applicability of this knowledge in the professional context of future engineers.