This article analyzes the implementation and impact of the Mirror Project as an experiential, collaborative, and intercultural learning approach in design and social innovation education. The project was developed through an academic collaboration between the Centro Universitario de Arte, Arquitectura y Diseño at the University of Guadalajara (Mexico) and the University of San Buenaventura (Colombia), involving undergraduate students in Industrial Design, postgraduate students in Design and Innovation, faculty members, and local communities. Using a qualitative, cross-sectional research design grounded in Participatory Action Research and Design Thinking, the project addressed real social problems within community contexts in both countries. The findings reveal that the Mirror Project significantly enhanced the development of students' collaborative competencies, as well as their critical and creative thinking skills. Participants demonstrated a deeper awareness and understanding of complex social issues, supported by direct interaction with community realities. Furthermore, the project fostered intercultural dialogue and strengthened students' ability to work in diverse and multidisciplinary teams. From a pedagogical perspective, faculty members reported meaningful transformations in their teaching practices, incorporating more reflective, flexible, and student-centered approaches. Despite these positive outcomes, the findings also highlight challenges related to technological integration and the long-term sustainability of international collaborative initiatives. Issues such as coordination across institutions and access to digital resources were identified as areas for improvement. Overall, the study demonstrates the relevance of the Mirror Project as a flexible educational model that strengthens professional training, promotes intercultural competence, and supports the development of socially innovative design practices.
Alvarado et al. (Sun,) studied this question.