Engineering education is shifting toward sustainability and transversal skill development alongside technical knowledge. Biomimicry, the practice of applying design principles inspired by nature, offers a multidisciplinary approach that supports both disciplinary content and broader competencies. Despite the rise of active learning, few long-term studies have evaluated biomimicry as a sustained teaching strategy. Over five years, we integrated biomimicry modules into engineering courses at universities in Mexico and Colombia to assess their impact on student learning. This study examines how biomimicry-based teaching strengthens engineering competencies by evaluating improvements in disciplinary knowledge (e.g., design, materials, and sustainable engineering) and transversal skills such as systems thinking, problem-solving, teamwork, and creativity. Across ten semesters, students worked in teams to identify natural models and translate biological strategies into engineering solutions. A mixed-methods approach, including surveys, project evaluations, and faculty observations, was used to assess learning outcomes. Results show significant gains in both technical and transversal competencies. Students improved in bio-inspired design and sustainable materials, and demonstrated increases in creativity, system thinking, teamwork, and problem-solving. Cohort comparisons revealed consistent growth in integrative thinking and motivation, with similar patterns across both institutions. These findings confirm biomimicry as an effective and scalable pedagogical framework that situates learning in a meaningful, real-world context. We recommend incorporating biomimicry modules into engineering curricula and expanding research through cross-institutional collaboration and longitudinal studies.
