Incorporating digital tools into engineering education is crucial for preparing students to solve real-world challenges. This study explores the use of SuperPro Designer as an active learning tool in a biotechnological process planning course, integrating Problem-Based Learning (PBL) and Project-Based Learning (PjBL) methodologies. The course aimed to accelerate software proficiency while improving interdisciplinary understanding of bioreactor scale-up, economic assessment, sustainability, and industrial regulations. Students were first introduced to SuperPro Designer through guided practical exercises available via live sessions and recordings. They then engaged in a PBL-based challenge, where they scaled up a bioreactor and assessed its economic and environmental impact. Finally, students conducted an open-ended bioprocess design project, selecting a product, defining a market strategy, and performing a techno-economic feasibility analysis. This structure encouraged critical thinking and real-world problem-solving. Student performance was assessed through a pre-test and post-test comparison using Wilcoxon Signed-Rank Test, revealing a significant shift toward high proficiency levels. A post-course survey further highlighted that student, regardless of proficiency level, reported high confidence in key bioprocess design skills, reinforcing the effectiveness of this approach. These findings suggest that integrating digital tools with active learning strategies can effectively bridge theoretical knowledge and practical application in engineering education. This approach is transferable to other engineering disciplines that require techno-economic analysis, strategic planning and scale-up decision-making.
