Marcos BamonteA professor of Robotics at the Faculty of Engineering traveled to the Asian country and taught an intensive Robotics course for two weeks at the International Engineering and Technological University. There, he had the opportunity to impart knowledge in English and, at the same time, exchange experiences in a very different cultural context.
The Faculty of Engineering continues to strengthen its international presence through academic experiences that connect local education with the world. On this occasion, a faculty member traveled to Kazakhstan to teach an intensive Robotics course in the city of Almaty. Marcos highlighted that he was able to combining theory and practice in an environment very different from that of Argentina, but, at the same time, was able to identify very similar challenges in engineering education. The course was aimed at first- to third-year Computer Engineering students, in a small group that allowed for a close and highly interactive working dynamic.
The opportunity arose from a connection with an Argentine engineer based in the country, who facilitated contact with university authorities interested in incorporating an international perspective into robotics education.
Learning by doing: practice as the central focus
The course focused primarily on practical application. Using the Webots simulator, students worked on robot navigation, learning to interpret sensors and control motors in different scenarios. The use of simulation and the university's advanced equipment allowed for the replication of real-world conditions.
“Because the simulator incorporates the laws of real-world physics, students can understand what would happen to a robot in a real-world environment,” Marcos shares with us.
One of the most outstanding challenges was autonomous navigation in a cloister-like gallery, where the robot had to move along walls without touching them, applying concepts of control and precision.
Artificial intelligence: a global challenge
The use of AI in programming was one of the points of contact that Marcos identified between his Argentinian and Kazakh students. This coincidence opens up a shared challenge on a global level: How to use AI as a tool to enhance critical thinking, without replacing it.
“The temptation to stop thinking when technology responds is a challenge we have to address in education,” the robotics professor reflected.
A shared experience beyond the classroom
The exchange of knowledge went far beyond the classroom, as the experience was permeated by a strong cultural exchange: Conversations about customs, religions, and ways of life enriched the bond between teachers and students. “It was very interesting to see how, beyond cultural differences, the interests and curiosity of the students are universal.”
Beyond the academic aspect, the experience was marked by the hospitality of the local culture and the opportunity to learn in depth about daily life in Kazakhstan.
In a country inhabited mostly by Russian-speaking Muslims, the culture shock was significant. However, Marcos emphasizes that they have a very hospitable culture, always attentive and willing to share.
These kinds of experiences not only enrich the participating teachers, but also directly impact student learning by bringing new perspectives to the classroom. Furthermore, they open up new opportunities for international collaboration. “This experience helped me expand my cultural and academic horizons, and incorporate new ways of teaching.”
Experience reaffirms the value of internationalization in engineering education. “Anywhere in the world, when a student grasps a concept, something clicks. And that makes it all worthwhile,” Marcos concluded.
