International Journal on Interactive Design and Manufacturing (IJIDeM)

https://doi.org/10.1007/s12008-020-00702-8

ORIGINAL PAPER

An artificial intelligence educational strategy for the digital

transformation
Francisco J. Cantú-Ortiz1 · Nathalíe Galeano Sánchez1 · Leonardo Garrido1 · Hugo Terashima-Marin1 ·
Ramón F. Brena1

Received: 8 November 2019 / Accepted: 28 August 2020

© Springer-Verlag France SAS, part of Springer Nature 2020

Abstract
This paper presents a strategy of state-of-the-art review of artificial intelligence (AI) in education and a case study about
preparing students to have the competencies and skills necessary for the current and future digital transformation to Industry
4.0. The goal is to support institutions of higher education to build curricula that help companies by providing them with
qualified human capital to face the challenges of the twenty first century that have brought about the work environment now
referred to as Industry 4.0 or the Fourth Industrial Revolution. The strategy consists of a business intelligence summary of AI
trends and challenges of interest to academic institutions with an emphasis in intelligent human–computer communication
and interactive design and manufacturing for educating engineers for the future enterprise. We also present a case study that
builds upon 35 years of experience in offering AI academic programs in the institution, Tecnologico de Monterrey (Tec) to
educate future engineers and knowledge workers. The components of our case study comprise graduate and undergraduate
courses, research, internships, innovation, internationalization initiatives, and entrepreneurship. In this period, more than 5200
students have been trained at the Ph.D., MSc, and undergraduate levels with intense use of technology in the AI field. Now,
the curricula of the university have been overhauled and renewed according to a new educative model known as the Tec21
Educative Model. The course offerings under this model are structured with challenge-based-learning, physical and virtual
practice labs, and mixed teaching methodologies to accommodate the digital transformation and demands of Industry 4.0 to
educate and prepare the new generation of students. The strategy and case study presented may be useful guides for other
higher education institutions implementing AI academic programs to educate students demanded by the companies of the
XXI century.

Keywords Artificial intelligence · Digital transformation · Industry 4.0 · Tec21 educational model · Interactive engineering
in education

1 Introduction

XXI-Century institutions demand professionals with new

B Francisco J. Cantú-Ortiz competencies and skills to tackle the challenges that digital
fcantu@tec.mx
transformation is bringing to modern society. Artificial Intel-
Nathalíe Galeano Sánchez ligence (AI) technologies have permeated nearly every aspect
ngaleano@tec.mx
of our daily lives, including education, health, economy,
Leonardo Garrido government, transportation, communication, and many other
lgarrido@tec.mx
sectors. The exponential growth of data generated by transac-
Hugo Terashima-Marin tional systems, ubiquitous sensors, and the Internet of Things
terashima@tec.mx
demands novel approaches to extract information and knowl-
Ramón F. Brena edge from data for meaningful decision-making. The need
ramon.brena@tec.mx
to develop software capable of learning from data to han-
1 School of Engineering and Sciences, Tecnologico de dle moving devices such as autonomous vehicles and robots,
Monterrey, Ave. Eugenio Garza Sada 2501, performing surgeries, planning city traffic, or company pro-
64849 Monterrey, NL, Mexico

123

duction through interactive design and manufacturing of new
products, demands professionals with new capacities. These
problems are ubiquitous in society and demand solutions for
training specialists, something contemplated by the interdis-
ciplinary fields of AI and society in general [1].
Several efforts are underway to determine the impact that
AI technologies have in society, currently and for the years
to come. One of these efforts is led by the Association for
the Advance of Artificial Intelligence (AAAI) that published
in 2016 the “One Hundred Year Study on Artificial Intel-
ligence” (100YSIA), which is a long-term investigation of
the field of AI and its influences on people, their commu-
nities, and society. The global purpose of the 100YSIA is
to provide relevant reflections about AI and its influence
as the field advances. The Standing Committee that over-
sees the 100YSIA forms a Study Panel every 5 years to
assess the current state of AI. The Study Panel “reviews
AI’s progress in the years following the immediately prior
report, envisions the potential advances that lie ahead, and
describes the technical and societal challenges and oppor-
tunities these advances raise, including such areas as ethics,
economics, and the design of systems compatible with human
cognition.” The panel issued a report that overviews the
principal real-world domains and the AI technologies that
are being applied in those domains; it also does a forecast
about the impact these technologies will have in society by
the year 2030. It considers the science, engineering, and
deployment of AI-enabled computing systems. “The studies
are expected to develop syntheses and assessments that pro-
vide expert-informed guidance for directions in AI research,
development, and systems design, as well as programs and
policies to help ensure that these systems broadly benefit indi-
viduals and society” [2]. The 100YSIA report has proved
useful in designing and deploying academic programs in
countries, companies, and academic and research institu-
tions.
A study elaborated by the publisher Elsevier in 2018
reports how knowledge is created, transferred, and used; and
the prevailing trends in China, Europe, and the United States
[3]. An investigation conducted by the company CBInsights
shows how China is racing ahead in AI with important gov-
ernmental investments. It also describes how technologies
like Deep Learning are getting a make-over in technologi-
cal progress, and it reports about the 13 AI trends reshaping
industries and economies. CBInsights claims, “From Cisco
to Citi to Castrol to IBM and hundreds of others, we give
companies the power to make better decisions, take control
of their future and capitalize on change” [4].
All of the AI developments, along with advances in Com-
puter Science, Electronics, and Communication networks
(including the internet and related technologies), have made
possible the rise of the so-called Digital Transformation,
which represents new ways of living and interaction among
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International Journal on Interactive Design and Manufacturing (IJIDeM)
people in a globalized society [5]. Education, a discipline
of the social sciences, has had an important role to play in
the formation of students over the past 50 years, packaging
the scientific breakthroughs and innovative technologies into
academic programs of higher education institutions [6, 7].
This literature review reveals two approaches to AI and
Education. The first one is “AI in Education,” which refers
to using AI technologies to train students in broad areas of
knowledge, including natural sciences, social sciences, arts
and humanities, and health sciences. This is an active field of
research led by the special groups of the (AAAI), Association
for Computing Machinery (ACM), and other initiatives [8].
The second approach is “Education (Teaching) of AI,” which
is about educating students with AI competencies and skills
[9]. In this study, the former approach will be described in
Sect. 2. We pursue the latter approach in Sect. 3 and present
an overview of the main areas of AI and its teaching including
human–computer interface and engineering interaction, and
a case study.
An outline of main trends in AI achievements and the
challenges faced in particular in education and industry
by the digital transformation to Industry 4.0 is presented
in this work. The research questions are as follows: (1)
How can organizations and academic institutions know and
take advantage of AI trends to renew their curricula to
train engineers and qualified human resources for the dig-
ital transformation and the challenges of the twenty first
century? (2) What are the main lessons learned at Tecno-
logico de Monterrey during the past 35 years conducting AI
teaching/learning academics, and how best could the out-
comes of this experience be leveraged to provide students
state-of-the-art knowledge in AI under the constructs of the
new educational model? (3) What lessons learned in our
experience could help other institutions of higher education
implement AI academic programs and interactive engineer-
ing education in their curricula?
The methodology to answer the research questions con-
sists of presenting an AI background in Sect. 2. The trends
and challenges of AI and the digital transformation appear in
Sect. 3. Section 4 describes in detail a case study in design-
ing and deploying an AI academic program for engineering
education. Section 5 presents a discussion based on findings
of the two previous sections and how institutions can take
advantage of opportunities brought about by technological
advances in AI. Section 6 shows the conclusions.
2 Artificial intelligence: background
There have been a few notable scientists working for research
centers and universities who have conceptualized the main
ideas that have led to technological innovations in both the
UK and the USA. Among these standouts is Alan Turing,
International Journal on Interactive Design and Manufacturing (IJIDeM)
the inventor of the Turing Machine, which set down the
mathematical foundations for the design of modern digital
computers [10, 11]. The cryptography work of Turing in
the Enigma project at Bletchley Park near London was fun-
damental for shortening the duration of the Second World
War [12]. The publication of his work in 1950 at Cambridge
University about the possibility of having machines become
intelligent by manipulating symbols through simple comput-
ing operations such as move right, move left, read, write, and
others, became the basis for a research program that was for-
malized in 1956 at the Dartmouth Conference in the USA
[13].
The Dartmouth Conference was convened by John
McCarthy, then a young professor at Dartmouth College,
New Hampshire, USA. The conference was the largest gath-
ering of its time of active researchers in this new field that
gave birth to ambitious research and development programs
in engineering, mathematics, computer science, psychology,
and many other fields. The conference was attended by the
leading researchers of the time, including Marvin Minsky
from Harvard University, N. Rochester from IBM Corpo-
ration, Claude Shannon from Bell Laboratories, Herbert
Simon and Allen Newell from Carnegie Mellon University,
among others. “A wide range of advanced research top-
ics such as complexity theory, language simulation, neuron
nets, abstraction of content from sensory inputs, relationship
of randomness to creative thinking, and learning machines
gave birth to the new field of AI, and gave succeeding gen-
erations of scientists their first sense of the potential for
information technology to be of benefit to human beings in a
profound way.” The term Artificial Intelligence was coined
by McCarthy at this conference [14]. Later on, McCarthy
moved to Stanford; Minsky, to MIT; which along with Newell
and Simon at Carnegie Mellon University, became the main
center of research in the USA. The work of Alan Turing at
Cambridge University and Donald Michie at the University
of Edinburgh established the main research centers in the
United Kingdom [15]. Michie, who was also a scientist dur-
ing World War II and worked for the Government Code and
Cypher School at Bletchley Park, contributed to the effort to
solve “Tunny,” a German teleprinter cipher.
The ideas proposed at Dartmouth spread, leading to
the establishment of research programs at many institu-
tions, including universities and research centers during the
decades of the 60 s and 70 s in North America, Europe, and
East Asia. In North America, Mexico was one of the coun-
tries that started work in Cybernetics, a field related to AI,
thanks to the work of Norbert Wiener, Julian Bigelow, and
Mexican researcher Arturo Rosenblueth [16]. The National
University of Mexico, National Polytechnic Institute, and
Tecnologico de Monterrey were among the Mexican insti-
tutions that embraced research in Computer Science and
Artificial Intelligence during the 60 s and 70 s, and in the
early 1980s, created the Mexican Society for Artificial Intel-
ligence. This organization had the first AI meetings in Mexico
from 1984 to 1997 [17]. Later came the launch of the Mexican
International Conference on Artificial Intelligence (MICAI)
from 2000 until the present [18].
Tecnologico de Monterrey was one of the early adopters
of AI technologies during the 1980s. Tecnologico de Mon-
terrey is a private university in Mexico whose goal was and
is to teach and train students in emerging AI technologies
to conduct applied research and set up industry linkages to
transfer and apply those technologies. Based on its experi-
ence, AI programs are now being transformed to respond to
the challenges of Industry 4.0.
AI has evolved with ups and downs since its inception in
the 1950s. Initially, optimistic promises about having intelli-
gent machines in a decade attracted interest and funding from
the public and private sectors. The first attempts included
chess playing, theorem proving, planning, robot navigation,
natural language understanding, brain modeling and simu-
lation, and some others. But soon, scientists realized that it
would take much longer to fulfill some of the predictions
made about machine performance. The ‘60s’ and ‘70s’ wit-
nessed the emergence of AI programming languages like
Lisp, invented by John McCarthy [19], and Prolog, first
defined by Alain Colmerauer [20] and Robert Kowalski [21].
During this time, the importance that heuristic knowledge had
in solving real problems created the fields of Knowledge-
based Systems and Expert Systems, thanks to the work of
Eduard Feigenbaum, Bruce Buchanan, and colleagues at
Stanford University [22]. The ‘80s’ saw the rise of Japanese
Fifth-Generation Computing with a program to develop intel-
ligent machines based on Logic and the Prolog programming
language, which at the end, did not fulfill its goals but did
allow for a renaissance of AI after the so-called “wintertime
of the ‘70s,” when AI had severe funding cuts [23].
During the ‘90s’, the connectionist approach to AI had
a rebirth after the invention of the backpropagation method
widely used by Artificial Neural Networks [24], which over-
came the limitations of the Perceptron model invented by
Frank Rosenblatt [25], after sour criticism raised by the
adherents of the symbolic approach to AI [26]. The Con-
nectionist approach, along with other AI fields like fuzzy
reasoning, evolutionary computing, bio-inspired systems,
uncertainty management, and intelligent robotics, collec-
tively known as AI Soft Computing, were able to surpass
the challenges posed by perception and sensory interactions
with the real world, for which the Symbolic AI approach had
been unable to find solution methods [27]. Perception and
sensory interactions included speech recognition, computer
vision and image processing, and other sensory interactions
like taste, smell, and touch. Together, Soft Computing AI
and Symbolic AI gave place to the advent of Deep Learn-
ing, which is a set of machine-learning methods widely used
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in mother computers and digital devices to get machines to
interact with the real world in meaningful ways [28].
The new millennium saw the explosive use of AI tech-
nologies in nearly every aspect of modern society due to the
adoption of digital devices in business, government, mili-
tary, educational institutions, and in daily use by all kinds
of human communities [29]. Digital devices include laptops,
smartphones, automobiles, smartwatches, supercomputers,
intelligent robots, and home appliances, just to name a few
of them [30].
An important research topic of the AI agenda has been
the human–computer interaction since the inception of the
fundamental AI goals. Issues such as making computers
understand human language both written or spoken, or
making machines recognize objects, persons, situations or
context have been in the research agenda since the beginning.
One important area of study has been the field of Interac-
tive Engineering applied to the design and manufacturing of
new products and its connection with Robotics, Autonomous
Vehicles, Lean Manufacturing, Knowledge-based systems,
and in general, the goals of Industry 4.0 [31]. Xavier Fisher
explains that Interactive Engineering was invented with the
goal of centering the design process in humans as experts
and users. And he adds that new methods were developed to
support knowledge modelling in initial design and to inter-
actively explore design spaces [32, 33].
Figure 1 displays a timeline of the milestones in the devel-
opment of modern AI since its inception in the early 50s.
3 Artificial intelligence: trends
and challenges
We present an overview of the main trends and challenges in
AI by summarizing the relevant findings obtained recently
by various organizations that include scientific societies,
companies, and universities that have conducted business
intelligence studies on the impact of AI in business and
society. We also describe the main areas of opportunity for
academic and industrial institutions.
3.1 Artificial intelligence in the new millennium
We outline the foremost application domains of AI and the
leading AI technologies in place and the incidence they have
had in the first two decades of the new millennium, as well as
the trends toward 2030 and beyond [34]. The studies reported
in [1–4 describe the principal domains of application of AI
technologies, which are summarized in Fig. 2.
The transportation domain benefited from the success of
developments and innovations of AI in autonomous navi-
gation systems, planning, control, computer vision, speech
recognition, and natural language understanding; the knowl-
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International Journal on Interactive Design and Manufacturing (IJIDeM)
edge and experience acquired in these helped the design and
implementation of autonomous vehicles like cars, trucks,
buses, trailers, and other means of transportation. The current
idea is to populate cities with autonomous vehicles that will
replace human drivers, increasing passenger security through
reduced car accidents, and making driving safer and faster.
Several cities in the USA have adopted pilot projects that
allow driving of autonomous test cars in certain parts of the
cities. By 2030, it is expected that driverless cars will be
common in many cities of developed economies [35].
Service robots include home, office, building, hospital,
and city robots that provide various types of services, includ-
ing cleaning, washing, delivery, surveillance, alarms, and
other types of services in daily life. As with autonomous
vehicles, progress is required in AI techniques dealing with
autonomous navigation systems, planning, control, computer
vision, speech recognition, and natural language understand-
ing in the design and implementation of various types of
service robots. One early example of such robots is the
vacuum cleaners that have been used in homes and offices
for the last 20 years and have improved in capacity over
time. However, cost reductions of electrical and mechanical
components and improved cloud computing, navigation, and
interaction with people will be required in the next years to
make service robots cost-effective for mass use by the year
2030 [36].
Healthcare has improved over the past years in captur-
ing patient data for digital medical records files. This allows
patients and doctors to keep historical records that may assist
current and on-going diagnosis and treatment and personal-
ized healthcare. Also, medical websites that give patients
advice on disease diagnosis and treatment are increasingly
popular and trusted by a growing population. Nonetheless,
modification of current laws in data privacy will be required
in the future to overcome rigid and protective legislation that
prevents automated healthcare systems from being widely
used by people who are not medical professionals [37].
Education is a promising field for the adoption of AI tech-
nologies if the interactions between humans and machines
are improved to be more natural and reliable in the near
future. Education always requires active engagement by
human teachers, but AI should be able to enhance the quality
of education by providing personalization at scale. Inter-
active tutoring is used by students for teaching science,
mathematics, physics, chemistry, biology, humanities and
social sciences, and many other disciplines. AI technologies
like natural language understanding, machine learning, and
speech and face recognition, video interactions, and holo-
grams, have boosted online learning and enabled teachers
to multiply the size of the classes while giving personal-
ized interactions with students to improve their learning
outcomes. Over the next 15 years in a typical North Ameri-
can city, the use of these technologies in the classroom and in
International Journal on Interactive Design and Manufacturing (IJIDeM)

Fig. 1 Timeline of Milestones of AI Development

Fig. 2 Application Domains and

AI technologies Autonomous Smart
Transportation Public Safety
vehicles patrolling

Service Robot Knowledge

Robots navigation Employment
workers

On-line Game
Health Care Entertainment
prescriptions machines

Tutoring Internet of
Education Smart Cities
systems Things

the home is likely to expand significantly, provided they can
be meaningfully integrated with face-to-face learning [6–9].
Interactive and active learning at all levels of education will
play a key role in student development of skills and capabil-
ities [38].
Public safety is benefited by the deployment of drones
that monitor cities, forests, lands, and borders; these devices
complement the information obtained by satellite monitor-
ing. Together with robotic and driverless vehicle patrols, they
provide services currently given by human policemen. The
interaction of drones and robot patrols must be improved as
well as information systems that process data obtained from
the earth, air, and space to enable the most efficient protective
actions of people, homes, cities, and countries [39].
The impact of AI on employment is twofold and double-
edged. On the one hand, AI is taking away routine and
labor-intensive jobs from people by replacing them with
smart robots and machines in factories, streets, offices, and
homes, resulting in the unemployment of people who per-
form these tasks. On the other hand, new knowledge-based
jobs are being created by organizations that commit them-
selves to the use and application of AI technologies. These
new jobs require fresh and renewed skills of people hired for
them and present an opportunity for educational institutions
to develop the curricula and training for teachers and learn-
ers of the new generations. The growing adoption of AI by
organizations is expected to bring a wave of wealth to society
through benefits that should be shared for the wellbeing of
communities [40].

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Entertainment has been leveraged by social networks
and broadcast sites that share blogs, videos, and photos.
These advances are possible thanks to AI techniques like
machine learning, speech recognition, image processing,
cloud computing, virtual reality, and other tools. AI is also
used to compose music, theatre performances, and gener-
ate 3D scenes. People have responded very positively to
AI-driven entertainment, and new businesses and jobs are
being created as a result of this response. Concerns have
been raised about the extent to which the technology dimin-
ishes or enhances sociability; that is a matter for discussion.
AI enables entertainment like videogames to become more
interactive, personalized, and engaging, especially for the
young generations. More research should be directed toward
understanding how to leverage these AI capabilities for per-
sonal and community benefits [41, 42].
The field of smart cities is an active area of research,
development, and innovation. It is related to intelligent trans-
portation and autonomous vehicles, but it addresses other
problems as well as municipal services, building access,
security, healthcare, and all of the themes mentioned in this
subsection. These services will be the standard of modern
cities by the year 2030 and beyond [43, 44].
All of the aforementioned applications assume a way of
communication between humans and computers and comput-
ers among themselves as well. Interactive Engineering for
the design and manufacturing of production environments
and new products has been an important application of AI
to the industrial world and the education of engineers and
knowledge workers [45–47].
These are a few of the trending AI technologies being used
to solve real-world problems that confront society in the new
millennium.
3.2 Digital transformation and industry 4.0
An overview of the digital transformation and how AI
technologies led to the knowledge, information, and data rev-
olution starting in the second half of the twentieth century
is presented [5]. Digital transformation is affecting several
areas; one of them is business, where there has been the inte-
gration of digital technology into all operational areas with
a view toward how you operate and deliver value to cus-
tomers. Re-thinking old business models is behind digital
transformation; the focus is on how digital technologies can
leverage smarter ways of operation using digital devices such
as smartphones, tablets, laptops, videoconferencing, home
office, and the use of software platforms enabled by cloud
computing, web services, and cloud-based solutions. Also
having an impact is the adoption of paper-less working modes
in most business operations. All of this leads us to what is
called the 4th Industrial Revolution [48] or Industry 4.0 [49],
which refers to the idea of factories with machines improved
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International Journal on Interactive Design and Manufacturing (IJIDeM)
by virtual reality and wireless connectivity, and a plant envi-
ronment where sensors connected to computers visualize the
entire production line and make automated decisions [50]. It
includes the trend towards automation and data exchange in
manufacturing technologies and processes taking advantage
of cyber-physical systems, the Internet of Things (IoT), the
Industrial IoT, cloud computing, and AI [51, 52].
There is a need for cultural changes, so there can be the
assimilation of new business models, especially for the gen-
erations of “digital migrants,” those born before the era of the
internet. But business is not the only realm of digital transfor-
mation; it is infusing nearly every aspect of human existence,
including the field of Education [53–55].
4 A case study
This section of our work presents a case study of the teaching
of AI to educate graduate and undergraduate students through
the design and deployment of intentional academic programs.
First, we present an overview of the AI teaching-and-learning
strategy and an analysis of the main outcomes of its five
components from data gathered over the past 35 years of AI
program operations in our institution of higher education.
The use of technology in training students in AI applications
is emphasized. Second, this section discusses the tailoring of
AI programs in the context of the new Tec21 educative model
and presents a prospective look at AI technology towards the
year 2030 [56].
4.1 An overview of the AI teaching-and-learning
education strategy
Here, we describe this institution’s mature program for
educating students to have the competencies demanded by
industry. The desired skills span from critical thinking,
problem analysis, and big-data analysis to understanding
human–computer interaction (speech and image recognition,
natural language processing, gesture analysis), development
of wearable technologies (smartwatches, glasses, helmets,
etc.), solutions for smart cities, the design of autonomous
vehicles, and the construction of decision support systems,
among others.
The education strategy implemented to teach and learn AI
dates back to 1985 and comprises five initiatives to develop
competencies and skills in undergraduate and graduate stu-
dents for the jobs of the knowledge economy. These five
strategic initiatives are as follows: (1) Academic: an under-
graduate minor in Intelligent Systems launched in 1987 with
an increasing number of graduates to date; a set of AI graduate
courses offered since 1985; a master’s program in Intelligent
Systems started in 1989, and a Ph.D. program in AI initiated
in 1991. All of these programs included active and interac-
International Journal on Interactive Design and Manufacturing (IJIDeM)
tive learning techniques in different courses. (2) Research:
A Center for AI launched in 1989 with 25 professors hold-
ing a Ph.D. in various AI specialties; three laboratories
in knowledge-based systems, nature-inspired systems, and
intelligent-robotics. (3) Dissemination: an AI conference-
series started in 1988 and held annually since then through
ISAI (1988–1999) and MICAI (2000–2019) along with train-
ing seminars in KBSs. Several pioneer founders of AI,
namely, John McCarthy, Marvin Minsky, Eduard Feigen-
baum, and Lotfi Zadeh, have visited our campus to give
invited lectures. (4) Outreach: an industry-university liaison
to solve real-world problems using AI-technologies in the
steel, chemical, banking, and health sectors with the active
involvement of students, since 1987. (5) Internationaliza-
tion: a program for stays and internships of students and
professors with AI-leading universities, active since 1988.
Over the years, 5282 students have been educated in AI
technologies, of which over one hundred are faculty mem-
bers and partner universities, and around 590 Ph.D. students,
2250 master’s students, and 2500 undergraduate students,
most of them in the School of Engineering and Science. The
research and pedagogy implemented in academic AI pro-
grams have positively influenced students and faculty at all
the 26 campuses of Tecnologico de Monterrey throughout
Mexico. The reach is not only in the academic field but also
in companies where our alumni are now employed and in
companies created by our entrepreneurial alumni. Tec has
more than 20 academic and research agreements of AI pro-
grams with different universities around the world. Figure 3
shows a timeline of the main events in the development of
AI at Tec.
4.2 The use of technology in AI programs
A key element for achieving the results presented in this sec-
tion has been an intensive and extensive use of technology
in the AI programs that span from homework assignments in
classes to research article co-authorships, industrial intern-
ships, and international competitions. Technology use in AI
programs will increase in both scope and depth in the context
of an educational model. This goal will be achieved through
AI challenges, international collaboration, competitions, and
research, innovation, and entrepreneurship endeavors. The
use of technology in the revised AI program will continue
to be a distinctive trait of student interactive training in
the digital transformation era. AI technologies that will be
commonly used in society by 2030 will be systematically
reviewed and incorporated into the AI syllabuses along with
pedagogical methods and student-centered didactic tech-
niques. Research programs will allow both professors and
students to improve existing technologies and generate new
ones through innovation and entrepreneurship initiatives that
respond to challenges posed by companies adopting the
Industry 4.0 paradigm.
AI programs combined with CBL pedagogical methods
also aim to educate and develop the necessary compe-
tencies and skills in students. The main AI technologies
acquired by students through problem and project-based
learning approaches include knowledge-based systems,
speech recognition, natural language understanding, image
processing, computer vision, machine learning, neural net-
works, genetic algorithms, intelligent optimization, intelli-
gent robotics, intelligent control, data science, ontologies,
multiagent systems, and other technologies, which are con-
tinuously updated to train students. The laboratories in
Intelligent Systems, Nature-inspired Systems, and Intelligent
Robotics have provided the environment and infrastructure
needed for professors and students to make use of tech-
nologies in solving course and case-study problems. The
laboratories are equipped with the software packages, com-
puters, robots, workstations, and communication networks
needed for problem-solving. These technologies are also
applied with active student participation in internships and
industry-based projects funded by companies.
In addition to the different learning techniques that are
implemented in AI courses, such as research-based, project-
based, problem-based, case-based learning, the AI courses
are student-centered, based on industry challenges, and have
the objective to maintain academic quality, develop compe-
tencies, and learn through experience and interaction with
experts in the field [38]. The academic quality of the AI
program is supported by collegiate evaluation, collabora-
tion and teamwork, and external accreditation. This includes
Mexico’s National Council for Science and Technology
(CONACyT) accreditation of AI graduate programs. The
competency-based feature refers to the proficiency in the
AI competencies, effective oral and written communication,
and ethics in professional work. Learning by experience is
one of the key elements that is included in all AI academic
programs. It occurs through a strong industry-university
relationship that promotes the application of AI technolo-
gies through internships; industry provides the real-world AI
problem to be solved, and the challenge is resolved through
teaching/learning with the active participation of faculty and
students in collaborative work to arrive at a solution. One
example of this dynamic is the university’s “i-Week” (or
“Semana-i” in Spanish), which stands for the Week of Inno-
vation [57].
Examples of projects and initiatives in these one-week
courses include the design of chatbots for education linked
to associations for autistic children. Another is an educational
innovation based on AI and digital technologies, namely,
virtual reality and holograms to deliver teaching/learning
processes to a network of campuses and students abroad.
123

Fig. 3 Timeline of Milestones of AI Development at Tec
4.3 Traits of AI programs
The main traits and features of the AI programs are described
in the following subsections.
4.3.1 Internationalization and internships
Students have participated in one or more research intern-
ships or stays in universities abroad. Examples of the
universities that have received our students and faculty are:
University of Edinburgh, Carnegie-Mellon University, Uni-
versity of Tokyo, University of Texas-Austin, University
of Waterloo, University of Toronto, University of British
Columbia, University of Nottingham, University of Stirling,
European Center for Soft Computing, University of Stanford,
Harvard University, King’s College, Grenoble, Toulouse,
and the Institute of Research in Artificial Intelligence in
Barcelona, among others. Internships also include industrial
stays to participate in the solution of enterprise problems
through collaboration agreements.
4.3.2 Research profile
AI professors and students have published more than 920
articles in peer-reviewed journals, conference proceedings,
and books in AI subdisciplines indexed by Scopus in the
last 10 years [58, 59]. Our next target would be to attain an
increment in the number of publications in AI in education
journals and conferences. Students and professors have had
an active role in the Mexican International Conference on
Artificial Intelligence (MICAI) over the years. One line of
research is about Intelligent Chatbots in Education using AI
technologies on platforms of IBM Watson and Dialog Flow
123
International Journal on Interactive Design and Manufacturing (IJIDeM)
of Google [60, 61] in our courses on Mathematics and Physics
at the undergraduate level. The total citations by AI papers
in Scopus in the last 10 years are over 5144 [62].
4.3.3 Employability
The employability rate after the first year of graduation is
94% defined as the percentage of students who get a job
in the 3 months after graduating; For the AI programs, this
rate is nearly 100%. Fortunately, our alumni have plenty
of hiring opportunities in national and international com-
panies, usually for highly remunerated positions. Tec alumni
are currently employed in important companies, universities,
research centers, and organizations in Mexico and around the
world. Academia has also taken advantage of our academic
programs. More than 20 universities now have on their staff
professors who have received AI education at Tecnologico
de Monterrey. Graduates from AI academic programs have
shown their ability acquired through their studies to impact
the institutions where they have been employed throughout
the years. The reach is not only in the academic field but also
in many companies where our alumni are now employed in
Mexico and the USA. Most of our AI graduates are involved
in technology-based jobs and activities, where they develop
software and applications for solving a variety of challenging
AI problems in high-tech companies like Google, Microsoft
Amazon, Facebook, and Twitter, companies that frequently
come to our campuses to recruit undergraduate students in
the AI minor. Furthermore, many Mexican companies like
Neoris, Cemex, Inflection Point, SoftTek, Arca Continen-
tal, Oracle, and others, are recruiting undergraduate students
with the AI minor to work as Data Scientists and knowledge
workers.
International Journal on Interactive Design and Manufacturing (IJIDeM)
4.3.4 Entrepreneurship
The entrepreneurship of high-tech spin-off companies is
also an important result of AI programs. The impact in the
economic sector is also present, evidenced by the creation
of technology-based companies established in Mexico and
worldwide by some Tec graduates. The Incubation Cells
program for tech-based spin-offs launched by Tec in 2010
hatched several AI-based companies in areas of Intelligent
Robotics, Optimization, Knowledge-based systems, and oth-
ers. The reach of the AI entrepreneurship program is not only
in the academic field but also in technology-based companies
created by AI graduates, where our alumni are now employed
as CEOs and administrative staff of those companies in Mex-
ico and the USA [63].
4.3.5 Academic competitions
More than 150 students in the three different levels (under-
graduate, MSc and Ph.D.) have participated in more than 20
international and national competitions on AI and Robotics,
winning several awards. Examples of international competi-
tions where AI students participated and obtained awards are:
RoboCup, Simulation RoboCup in the Microsoft Robotics
Studio Category, winning the 4th place; RobotStadium,
RoboBoat 2017 and 2018, winning the Special Awards for
Drone-Boat Interoperability and Engineering Integrity. Fur-
thermore, this year, our AI students won the RoboBoat 2020
overall first prize, besides several special first prices for:
Technical Design first prize, Video first prize, Website first
prize and a special award for Testing on the Horizon. Exam-
ples of national competitions where our AI students have
participated and achieved awards include Torneo Mexicano
de Robótica and Concurso de Robótica e IA NAO. Lorena Vil-
larreal is also an example of the impact of a researcher and
the research results of AI students; she earned a nomination
on MIT’s Innovators under 35 Mexico (TR35) Technology
Review for her work on the development of an artificial olfac-
tory system for odor-source tracking and localization using
rescue robots. She is currently a faculty member of DigiPen
Institute of Technology in Seattle, Washington, USA.
4.3.6 Growth
The AI Program projects steady growth in each of its
main components; therefore, the program faculty revises and
updates the course contents to align with the new Tec21 edu-
cational model. Some updates include: (1) the new major in
Data Science and Mathematics, the undergraduate minor in
AI, and both the master’s and Ph.D. programs with special-
ization in AI; (2) AI research groups staffed by 30 professors
holding Ph.Ds. in various AI specialties, and three laborato-
ries in knowledge-based systems, nature-inspired systems,
and intelligent-robotics; (3) the MICAI conference-series
started in 2000 and held annually; (4) the well-established
industry-university liaison to solve real-world problems
using AI-technologies, and (5) the consolidated internation-
alization program for visits and exchange of students and
professors with AI-leading universities; this program gives
students training in scientific writing. A result has been
increasing by 20% the number of publications per year and
growing the number of company partnerships by about 20%.
There are plans to increase the number of graduates from
the AI academic programs to about five thousand undergradu-
ates, 100 masters, and 50 Ph.D. students to supply companies
with experts for the digital economy. We want to increase by
30% the number of articles accepted for publications per
year and grow the number of company partnerships by about
30%. Factors that make the AI initiative scalable and appli-
cable to the twenty first Century digital economy include
the institutional commitment to lead the local and global
digital transformation of economy and society through edu-
cational innovation, the plan to strengthen industry liaisons
and connections with global industry, and the strengthen-
ing of venture capital for entrepreneurial programs for Asia,
Europe, and North America.
4.3.7 Funding
Over the past 35 years, the AI initiative has been able to attract
about 20 million dollars (U.S.) from industry and public sec-
tors by participating in calls for projects and accreditations
to fund scholarships, salaries, and research infrastructure.
The AI initiative will attract at least 5 million US dollars
in the next few years. Direct revenue has taken the form of
AI student scholarships, equipment research infrastructure,
research supplies, faculty stipends, and travel grants to attend
international conferences. Indirect revenue is measured by
the prestige reflected in international university rankings,
academic reputation, and branding in the global employa-
bility market.
4.3.8 Artificial intelligence conferences
Tecnologico de Monterrey was an early promoter and adopter
of AI technology into curricula, but it also promoted the
dissemination of AI, both, nationally and internationally,
through the organization of the International Symposium
of Artificial Intelligence (ISAI) held annually since 1988
[64–66]. ISAI was also held in Cancun, Mexico with
the attendance of AI founders John McCarthy and Mar-
vin Minsky as distinguished speakers [67, 68]. Subsequent
convocations of ISAI were held from 1993 to 1996 with
the support of leading AI societies in Mexico and abroad
[69–72]. ISAI was held jointly with the IV World Congress
on Expert Systems in Mexico City in 1998, which was the
123

largest computer-related conference held in Mexico up to
that year [73]. Afterward, ISAI permanently merged with the
Mexican AI conference to become the Mexican International
Conference on AI (MICAI), which has been held annually
until the present [18, 74]. In 2003, the International Joint
Conference on Artificial Intelligence (IJCAI 2003) was held
in Acapulco, Mexico, with the support of AAAI and SMIA.
4.3.9 Industry Liason
The AI program developed close connections with indus-
try from the late 80s until the present through research
agreements with different companies to identify industrial
problems for which AI solutions could be defined and imple-
mented in business operations, producing benefits and cost
reductions for the client companies. Some of the technolo-
gies applied in the 1980s and ‘90s’ included Expert Systems
for the solution of manufacturing problems in the areas of
diagnosis, troubleshooting, monitoring, control, and schedul-
ing. The main business clients were companies like CYDSA,
HYLSA, and PYOSA; companies from the financial sector,
such as the national bank, Bancomer; and the broadcasting
sector, like the projects developed and implemented for the
Mexican television company, TV Azteca [75–77]. Figure 4
shows the main traits of the AI program at Tec.
5 Discussion
AI has had “summers” and “winters,” which means that
sometimes credibility and funding from government and pri-
vate sectors have gone up, but sometimes they have gone
down over the past 70 years. Nonetheless, from the dawn of
the new millennium, there has been digital transformation
to a generalized and growing utilization of AI technologies
in nearly every aspect of society, including business, gov-
ernment, education, entertainment, and other realms. People
interact with the challenges and threats of digital trans-
formation, while, at the same time, using AI and digital
technologies with the intent to achieve a more successful
society.
How can organizations and academic institutions know
and take advantage of AI trends in order to renew their
curricula to train qualified human resources for the digital
transformation and the challenges of the twenty first cen-
tury?
Tony Saldanha gives an example of why digital transfor-
mation fails when implemented by companies, presenting the
experience at Procter & Gamble and more than one hundred
entities they analyzed. First, there are levels of transfor-
mation when introducing a cultural change at institutions.
Surprisingly, they had observed that nearly 70% of their
transformation projects had failed, due mainly to a lack of
123
International Journal on Interactive Design and Manufacturing (IJIDeM)
discipline in their implementation. They proposed a 5-step
methodological approach to project implementation that goes
from goal definition to full implementation, describing for
each stage the main causes of failure and types of discipline
to follow in order to face potential risks [78]. Westerman
et al. [79] present an approach in which they start by assess-
ing and building the digital and leadership capabilities within
an organization and then following a step-by-step checklist
approach in guiding the implementation of digital transfor-
mation projects. Jace An presents a digital transformation
planning methodology in which she discusses the ideas and
concepts of digital transformation in a practical rather than
theoretical book that describes the proven digital capabilities
as the building blocks of digital transformation; it includes an
approach to assessment and improvement to achieve success-
ful digital transformation. It spans from customer experience
to digital alignment, digital intelligence, and digital transfor-
mation of operations and culture [80].
Lindsay Herbert considers the importance of looking at
the costs and risks involved in a major innovation program
and how leadership and management will directly determine
its long-term success and sustainability. The secrets of suc-
cessful digital transformation are usually tightly held by the
organizations that achieved them, looking at the steps of
transformation through digital innovation. Herbert’s method-
ology is built from first-hand experiences in leading major
innovation programs, supplemented by in-depth interviews
with key industry players, and insights from the leaders
and teams responsible for digital transformations around the
world [81]. Finally, Gerald Kane et al. [82] emphasize the
importance and key role that the people and human fac-
tors play in the implementation of digital transformation
projects within organizations. From these experiences, we
infer that the digital transformations of organizations should
be undertaken in a disciplined way, supported by specialists,
managers, and leaders committed to successful implementa-
tion [83].
How is AI enabling digital transformation? Amit Asawa´s
book asserts that the phenomenal growth of digital tech-
nologies is creating a tectonic shift in business. He explains
that the explosion of information and growing mastery of
available data sets are opening up endless economic oppor-
tunities, as the digitally led economy is expected to double
every 18–24 months. He goes on, affirming that this shift
might not be possible without AI, as it is becoming what
he calls the star of the digital galaxy, according to his own
words. He concludes that “little by little and at its own
pace, AI is becoming an integral part of human life, and its
understanding should not be limited only to corporations or
academicians as large-scale companies already have robust
training frameworks in place that expose their employees to
this emerging digital technology” [84]. In Sherhan and Lich-
tenthaler’s book, they affirm that many companies that were
International Journal on Interactive Design and Manufacturing (IJIDeM)
Fig. 4 Treats of AI Program at
Tec
once successful have been marginalized by competitors, and
such an evolution may potentially affect the majority of large
established companies in many sectors. Then they argue that
the underlying reasons for this threat are the trends towards
digitalization, the Internet of Things, Industry 4.0, and AI,
so, most firms simply do not have a choice. They continue
advocating for the need to respond by means of digital trans-
formation since, in their opinion, most firms are aware of the
challenges, but they struggle with developing the appropriate
strategies and managerial responses. Sherhan’s and Lichten-
thaler’s approach provides actionable recommendations by
answering the most critical and fundamental questions about
successfully implementing digital transformation and AI.
They conjecture that their method illustrates how large and
medium-sized firms may capture opportunities while avoid-
ing the threats of digital transformation. They conclude by
stating that their proposal not only yields potential efficiency
gains but also addresses the opportunities for innovation and
growth in detail and to fully profit from digitalization, firms
need to develop digital intelligence to learn from themselves
and to monitor their competitors, and the new devices that
digital technologies continuously bring. This is the central
capability needed to gain digital momentum and facilitate a
game change with disruptive business models [85].
It is clear that AI technologies play a key role in the devel-
opment of technologies that lead digital transformation, and
an understanding and knowledge of its strategic impact is a
must for most managers and decision-makers responsible for
business success. The next question is, do we have trained
human resources required to lead and execute the generation
and adoption of AI technologies within organizations?
In their work at Harvard, Daugherty and Wilson argue that
AI is no longer just a futuristic notion because it is here right
now, packed into software that senses what we need, in rea-
soning frameworks that “think” in real-time, and in robots
that respond to changes in their environment with intelligent
and adaptive decisions. They go on saying that 21st-century
pioneer companies are already using AI to innovate and grow
quickly and that the bottom line is this: Businesses that under-
stand how to harness AI can surge ahead. Those that neglect
it will fall behind. They continue by saying that the essence
of the AI paradigm shift is the transformation of all business
processes within an organization-whether related to break-
through innovation, everyday customer service, or personal
productivity habits. Regarding human–computer interaction,
123

they state that humans and smart machines collaborate ever
more closely, work processes become more fluid and adap-
tive, enabling companies to change them on the fly or to
reimagine them completely. They state that AI is changing
all the rules of how companies operate. Based on the authors’
experience and research with 1500 organizations, they reveal
how companies use the new rules of AI to leap ahead in inno-
vation and profitability, as well as give guidance on what you
can do to achieve similar results [86].
Ryan M. Cameron asks the question, “What role will
AI play in education?” in his book AI 101—A Primer on
using AI in Education. He gives a practical guide designed to
demystify AI for teachers and administrators. He asserts that
technology has always influenced how students and educa-
tors interact and that AI continues to become a part of our
daily lives and is no longer a fantastical possibility portrayed
only in science fiction. He affirms that AI development is
impacting education in many ways, ranging from interactive
tutors to adaptive learning platforms. He adds that there is a
significant gap between the promise of what benefits AI can
provide for students and the reality of technology, saying that
educators should be aware of this gap and be ready to face
the pros and cons of the promise of AI in education, so as not
to create expectations that could not be met. [87].
Regarding the two approaches to AI and education men-
tioned above: The first one known as AI in Education studies
how AI technologies can be applied to train students in broad
areas of knowledge, including natural sciences, social sci-
ences, arts and humanities, and health sciences. This is the
approach followed by Cameron, and Daugherty and Wilson.
The second approach is the Teaching of AI or education in
AI technologies, which is about how students can acquire
the knowledge, competencies, and skills needed to apply AI
and how leadership can be exerted in organizations to guide
the digital transformation through the design and implemen-
tation of meaningful curricula. The case study described in
Sect. 4 is an example of the latter approach.
Michael Zimmerman examines in his book what AI is,
how it works, and how educators can use it to better prepare
students in a world with increasing human–computer inter-
action. He focuses on exploring the various aspects of AI
technology with the potential to solve real problems in soci-
ety and its interdisciplinary applicability of different aspects
of our lives [88]. Stuart Russel and Peter Norvig wrote one of
the more comprehensive and popular books to teach the fun-
damentals of AI [31]. There are other early-stage AI books
[89–91], which must be part of the basic bibliography to teach
AI, including updated editions of other early AI books [92,
93].
Finally, we can see the close relationship and tight con-
nection that exists between the AI fields of Natural Language
Understanding, Speech Recognition, Computer Vision, Ges-
ture Recognition, Ergometry, and other human–computer
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International Journal on Interactive Design and Manufacturing (IJIDeM)
communication with Interactive Engineering and its applica-
tion to design and manufacturing in the age of smart devices,
autonomous systems, automated factories, and in general,
Industry 4.0 [32, 46]. Given this connection, we can also
observe that there exists a big challenge, and at the same
time a great opportunity, for the education of engineers and
professionals for the enterprise of the future as a result of the
progress made in AI and Interactive Engineering [45, 47, 55,
56].
The case study described in this paper illustrates the vari-
ous strategies that an institution of higher education could
follow in implementing AI in its curricula. We can sum-
marize that the teaching strategy for AI followed at Tec
had the following elements: (1) Trained professors in the
main technologies of AI and the principal approaches to
AI: Symbolic AI, comprised of logic reasoning and knowl-
edge representation, machine learning with trees and graphs,
natural language understanding, ontologies, uncertainty rea-
soning with Bayesian networks, symbolic programming with
Lisp and Prolog, intelligent agents and multiagent systems;
and the nature-inspired systems approach embracing neural
nets and deep learning, speech recognition, computer vision,
fuzzy logic, robot navigation, intelligent control, simulated
annealing, evolutionary computing, and genetic algorithms,
among the main ones. The hiring of professors with the afore-
mentioned specializations is highly desirable to start a solid
AI curriculum for the undergraduate and graduate levels.
(2) The second element of the teaching strategy for AI is
the design of an AI curriculum with an emphasis on the
AI capabilities that the higher education institution desires
to develop; these depend upon the institution’s priorities
and the local needs of the region in which the institution
is located. This comes along with the external and inter-
nal promotion of the AI program for which competition
with outside institutions may arise or even within various
schools and departments of the institution. (3) Finally, the
third element consists of the institutional support the pro-
gram is to receive from the institution, which encompasses
the leadership, infrastructure, and financial resources to run
and maintain the program. This strategy has proved quite
useful in the running of the AI program for the last 35 years
at Tecnologico de Monterrey.
6 Conclusions
An overview of achievements and trends in AI worldwide
and the role AI has played over the past seven decades in the
growth of digital transformation in the society of the third
millennium has been presented in this review. AI has had ups
and downs since its invention in the 1950s. AI has tremendous
impact and relevance in modern society. The spectrum of
opportunities AI presents for the survival, competitiveness,
International Journal on Interactive Design and Manufacturing (IJIDeM)
and growth of businesses and organizations in the twenty first
century cannot be ignored.
This review also describes the relevance of collaboration
and synergy among AI and related fields of intelligent fac-
tories, smart cities, engineering interaction, innovation, and
entrepreneurship. The study also highlights the significance
of leadership, human resources, and infrastructure within
organizations to guide the digital transformation that will
make organizations competitive in the context of the Fourth
Industrial Revolution (Industry 4.0), and the era of acceler-
ated change and pandemic threats that society is currently
undergoing.
A case study was discussed and described to illustrate the
way in which an AI program has been running since 1985 at
Tec, and how Tec has educated and trained engineers and spe-
cialists of many fields in different areas of AI technologies,
most of whom have been working in national and interna-
tional corporations over the years.
Finally, we reviewed the elements of an institutional strat-
egy that may prove useful for institutions of higher education
that want to embrace the digital transformation phenomenon,
and contribute to the education of new generation of students
and engineers with the help and beneficial advantages of AI
technologies.
Acknowledgements The authors would like to thank the AI program
and the Intelligent Systems Group for their support in conducting this
research. Also, the authors would like to acknowledge the funding from
CONACYT SNI and PNPC, as well as the financial and technical sup-
port of Writing Lab, TecLabs, Tecnologico de Monterrey, Mexico, in
the production of this work.
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