In this paper, the implementation of a living learning methodology in the course 'Engineering and Science Modeling' at Tecnológico de Monterrey is presented. This course is distinguished by integrating academic and extracurricular elements, providing flexible, collaborative, and open experiences. As a case study, two activities were carried out according to the methodology, one in a public recreational area and the other in a science fair format. The results of the qualitative/quantitative survey (Likert scale of 1 to 10) demonstrated outstanding success of these activities, with average scores above 8.5 / 10 and 90% positive comments in the sentiment analysis. Additionally, the correlation analysis validated the central premise of the study by finding a positive and robust association between student satisfaction and their perception of usefulness and the development of professional competencies. In conclusion, this dynamic methodology generated a highly satisfactory learning experience, which was directly correlated with the perceived achievement of academic objectives, confirming its effectiveness in linking students' emotional engagement with learning outcomes.
