Simulating a sustainable biorefinery process as autonomous learning tool for collaborative work in the chemical engineering degree

To improve the skills of the students in the Sustainable Refinery and Biorefinery subject of the Degree in Chemical Engineering, a learning tool has been implemented based on collaborative work, autonomy, and the use of information and communication technologies (ICT). This project includes the development of simulations that allow students to apply the learned concepts in a practical way, which were then assessed with the help of a specific rubric created for this purpose. Once the instrument was designed and implemented, its evaluation was carried out using a specific questionnaire. The results indicated that the use of simulation software in the classroom (with a 95 % acceptance rate among students) had a positive impact on the students, facilitating the comprehension of the content (scored a 3.9 out of 1–5 Likert scale), supporting their academic performance (close to 10 % average increase in the student qualifications), and fostering their professional profile in the field of Chemical Engineering (as supported by the rating of 4 out of 1–5 Likert scale). In addition, the constructive feedback provided by the students enabled the teaching team to identify areas for improvement and to consider future changes and updates to the pedagogical approach (as the organization of the seminars). Therefore, the use of different chemical process simulation software packages resulted in an essential strategy to develop the autonomous learning of the students and constituted a successful methodological tool, also preparing them to better meet the challenges of the industrial sector. • Problem-based learning method was used to integrate and consolidate key concepts. • Design and simulation of a biorefinery plant was proposed as final subject project. • Lignocellulosic biomass wastes were used as raw material for biofuels production. • Different multidisciplinary skills related with Chemical Engineering were trained. • The collaborative work, degree of autonomy and the use of ICT were promoted.