This study evaluates the impact of a brief mindfulness intervention on the emotional well-being and academic performance of engineering students enrolled in the course Mathematical Reasoning in the Built Environment (MA1047) at Tecnológico de Monterrey. A quasi-experimental mixed-method design was employed, comparing two cohorts: a control group (2024) and an experimental group (2025), comprising a total of 31 participants. The intervention consisted of deep-breathing routines, mindful stretching, and guided visualization exercises implemented at the beginning of each class over six weeks. Results revealed a significant improvement in well-being, concentration, and academic performance in the experimental group (p<0.05; d=0.82), with a 5.2% increase in the final mean score. Positive correlations between well-being and performance (r=0.46) suggest that mindfulness fosters emotional self-regulation and cognitive readiness for mathematical learning. The qualitative analysis confirmed a transformation in the classroom climate, characterized by greater calmness, motivation, and collaboration. These outcomes are particularly relevant for engineering education in technology-intensive and AI-mediated environments, where emotional self-regulation and cognitive readiness are essential professional competencies. The findings demonstrate that integrating brief mindfulness practices into STEM courses enhances both well-being and learning outcomes. These results are being considered within the ongoing curricular development processes at Tecnológico de Monterrey for the 2026 academic programs.
