This chapter explores knowledge management in education and teaching practices, focusing specifically on sustainable projects implemented in three universities from Colombia, Mexico, and Spain, during the final year of the university stage. The approach involved the use of bamboo, raw soil, and rice husks as materials. The resource management process included verification of availability, followed by conceptual exercises and laboratory tests to confirm mechanical, physical, and pathological analyses of the materials. This process followed Bruno Munari’s methodology, which included stages such as problem definition, identification of problem elements, data collection, analysis, creativity, material technologies, experimentation, modeling, and verification. At the same time, the specific, measurable, achievable, relevant, timely (SMART) method was applied in four progressive levels of information and communications technology (ICT), along with the puzzle technique, which assigns responsibility for the content to each group member, promoting knowledge construction through socialization. The results showed a high level of knowledge production, resulting in memorable and transformative experiences. Approximately 70% of the students reported learning in a multidisciplinary manner, showing increased interest, while 30% preferred the traditional method for its perceived simplicity. Within the 70%, 20% were architects, 30% were environmental engineers, and another 20% were from the social sciences and humanities, reaching the highest strategic level in the educational process. It was found that once exposed to these methods, the students exhibited enhanced competencies and a greater impact on biomaterials innovation, fully unleashing their abilities. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
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