Promoting Scientific Thinking in Engineering Students: the Stay, the Challenge and the Educational Platform as a Digital Scenario

In an increasingly complex and competitive global environment, developing scientific thinking and research skills in university students has become a crucial component of higher education. This article highlights the importance of fostering these skills to train future innovators and problem solvers who can address scientific and societal challenges. We present a case study describing the implementation of a research stay experience designed for university students from various disciplines, offering them hands-on research experience in real-world scientific projects. At the initiative's core is an educational platform de-signed to cultivate complex thinking through the lens of scientific entrepreneurship. This platform integrates SDG-based learning modules and project-based activities to encourage students to de-velop original ideas, test hypotheses, and apply scientific methods in a dynamic learning environment. By linking theoretical knowl-edge with practical research experience, students are encouraged to conduct critical inquiry, collaborate with peers and mentors, and hone their problem-solving skills. In addition, the platform emphasizes scientific entrepreneurship, allowing students to apply their research to real-world challenges and explore the potential commercialization of their ideas. Preliminary data from the program's evaluations indicate that students who participate in this experience show a marked improvement in their ability to think critically, approach problems from multiple perspectives, and design innovative solutions. In addition, many students report being more confident about pursuing graduate studies or careers in research-intensive fields. This article contributes to the growing literature that underscores the need for early and ongoing exposure to scientific research in higher education. It offers valuable insights to educators, academic institutions, and policymakers who wish to implement or improve research-based learning programs in their curricula.