2026 ASEE Annual Conference & Exposition

Virtual Internship Experiences in Engineering Education Programs: Assessing Competencies and Global Learning

Presented at International Division (INTL) Technical Session 8: Virtual, Online, and AI-Supported Global Engineering Education

The global expansion of online education has fostered the development of virtual practical experiences designed to complement traditional academic training methods. These experiences are essential for strengthening the connection between theory and practice, particularly in fields such as engineering, where applied learning is a fundamental component of professional development (Kolb, 1984; Felder & Brent, 2003). The implementation of virtual internships has emerged as a response to challenges arising from geographic restrictions, mobility limitations, and structural changes in higher education following the COVID-19 pandemic (Smith et al., 2021). This study analyzes a virtual internship program designed for students in engineering and related fields, whose purpose was to promote the development of professional competencies through participation in supervised remote projects. A mixed-method descriptive and evaluative approach was adopted, integrating quantitative survey analysis with qualitative analysis of testimonies and interviews. The sample consisted of 17 student participants and 12 mentors and project supervisors. For the students, the study assessed levels of satisfaction, development of technical and transversal competencies, and identification of perceived challenges and opportunities. In the case of mentors, performance reports were analyzed and complemented with brief interviews aimed at exploring their perspectives on the training process. The results revealed a high level of satisfaction among students and a substantial improvement in digital competencies, professional communication, and collaborative work capacity. However, challenges related to asynchronous interaction, autonomous time management, and technological limitations were identified. The analysis suggests that virtual internships represent a valuable space for experiential learning and the development of key competencies required for contemporary professional practice. Finally, the pedagogical implications of this model are discussed, and recommendations are offered to strengthen its implementation and sustainability in future distance-education programs.

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