PROYECTO:

“FSCIV. U2LO1.”

TÉCNICO SUPERIOR UNIVERSITARIO EN

TECNOLOGÍAS DE LA INFORMACIÓN
ÁREA DE DESARROLLO DE SOFTWARE
MULTIPLATAFORMA

PRESENTA:

AXEL IVAN HERNÁNDEZ MARTÍNEZ

EFREN ISRAEL LÓPEZ TORRES
JOHANA ASTRID MALDONADO APARICIO
ARTURO PEÑA DE LA CRUZ
SERGIO REQUEJO BALDERAS
SEBASTIÁN ROSALES MORENO

CD. REYNOSA, TAMAULIPAS. MAYO 2024.

Index

Topic Page
Table of figures ............................................................................................. iii

Introduction ................................................................................................... 1

Chapter 1. Arturo’s Idea: Refurbished Furniture Workshop ..... 2

1.1 Idea ............................................................................................................ 2
1.2 Creative techniques used ........................................................................... 2
1.2.1 Brainstorming ......................................................................................... 2
1.3 Concept applied to the market .................................................................... 3
1.4 Financial analysis: Cost-benefit .................................................................. 4

Chapter 2. Johana’s idea: ...................................................................... 6

2.1 Idea ............................................................................................................ 6
2.2 Creative techniques used ........................................................................... 6
2.2.1 Analogy Technique................................................................................. 6
2.3 Concept applied to the market .................................................................... 7

Chapter 3. Sergio’s idea: ....................................................................... 8

3.1 Idea ............................................................................................................ 8
3.2 Creative techniques used ........................................................................... 8
3.2.1 Brainstorming ......................................................................................... 8
3.3 Financial Analysis: Cost-Benefit ............................................................... 10
3.4 Concept applied to the market .................................................................. 12
Chapter 4. Axel’s idea:.......................................................................... 14
4.1 Idea .......................................................................................................... 14
4.2 Creative techniques used ......................................................................... 14

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4.2.1 Brainstorming ....................................................................................... 14
4.3 Financial Analysis: Cost-Benefit ............................................................... 15
4.4 Concept applied to the market. ................................................................. 17

Chapter 5. Sebastian’s idea: Bag chilaquiles ............................... 18

5.1 Idea .......................................................................................................... 18
5.2 Creative techniques used ......................................................................... 18
5.2.1 Brainstorming ....................................................................................... 18
5.2.2 Lateral thinking ..................................................................................... 19
5.3 Idea applied to the market ........................................................................ 19

Chapter 6. Efren’s idea: Suggestion box for classes. ............... 21

6.1 Idea .......................................................................................................... 21
6.2 Creative techniques used. ........................................................................ 22
6.3 Concept applied to the problem. ............................................................... 22
6.4 Technical Feasibility ................................................................................. 23
6.5 Strategic Feasibility .................................................................................. 24
6.6 Marketing Feasibility ................................................................................. 24
6.7 Economic Feasibility ................................................................................. 24

Chapter 7. Winning idea. ...................................................................... 26

7.1 Why this solution should be chosen? ....................................................... 26

ii
Table of figures

Figure Page
Figure 1. Refurbished furniture workshop flyer. ... ¡Error! Marcador no definido.
Figure 2 Trash can prototype ............................... ¡Error! Marcador no definido.
Figure 3 Vending machine prototype ................... ¡Error! Marcador no definido.
Figure 4. Bag chilaquiles initial prototype idea. .... ¡Error! Marcador no definido.
Figure 5. Suggestion box flyer. ............................ ¡Error! Marcador no definido.

iii
Introduction

In this learning outcome we developed an idea provided by a classroom partner,

it’s not a business idea, it’s a solution to a problem that affects us commonly,
not only in our environment, also in a professional environment, we are looking
forward to apply this idea without any repercussion, not all the people like to
hear/know when they are wrong, so maybe this idea will not develop as it was
planned, but we are looking forward to make an advance in the future.

1
Chapter 1. Arturo’s Idea: Refurbished Furniture
Workshop

1.1 Idea

Nowadays the concept of the words “refurbished”, and “upcycling” are becoming
more popular amongst sustainable and environment-conscious communities.
Furniture is something that every person’s house has, but what happens when
these pieces deteriorate or are outdated? Most people just throw them away
and generate a bigger ecological footprint.

With the implementation of a refurbishment furniture workshop in the community

we can educate people about the benefits of upcycled furniture and how to
boost their creativity with a variety of classes, like customized vintage furniture
or repurposed wooden pallets, with the addition of sustainable practices.

1.2 Creative techniques used

1.2.1 Brainstorming

This is one of the most useful creative thinking methods to help us planning,
designing, and prototyping a new, creative idea.

2
This due to the generation of new ideas in a quick time. In the context of a
refurbished furniture workshop, this is essential for exploring various concepts,
styles, and techniques that can be applied to breathe new life into old furniture.

Also, encourages people to think outside the box and propose new whole ideas
that are not very common in everyday life. This is particularly beneficial for a
refurbished furniture workshop, where the goal is not just to refurbish but to do
so in unique and unexpected ways, potentially incorporating artistic elements or
innovative designs.

1.3 Concept applied to the market

I made a flyer of how an upcycling furniture workshop was going to look, invite
the local community, and to advertise through social media and what kind of old,
discarded pieces of furniture could they take to the workshop and restore them
and give them a new life.

Figure 1. Refurbished furniture workshop flyer.

3
1.4 Financial analysis: Cost-benefit

What would be the involving costs in a workshop focused on upcycling house

items?

Materials and Tools:

• Upcycled Items: Sourcing a variety of items for upcycling, including old

furniture, wooden pallets, discarded materials, and vintage pieces.

• Tools: Acquiring a range of tools such as sanders, paintbrushes, saws,

drills, and safety equipment necessary for the upcycling process.

• Paint and Finishing Materials: Investing in a diverse palette of paints,

varnishes, stains, and finishes to accommodate different styles and
preferences.

• Handwork Materials: Gathering materials like adhesives, hardware, textiles,

and embellishments for handwork to add unique touches to upcycled items.

Venue Rental:

• Appropriate Working Space: Securing a suitable venue equipped with

workstations, storage facilities, adequate lighting, and ventilation for
participants to comfortably engage in the upcycling process.

• Utilities: Ensuring the space has access to essential utilities like electricity
and water, as well as waste disposal facilities for eco-friendly practices.

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Instructors:

• Specialized Instructors: Hiring experienced and knowledgeable instructors

with expertise in upcycling, furniture restoration, and creative design.

• Diverse Skill Sets: Ensuring that instructors possess diverse skill sets to
cover various upcycling techniques, from furniture painting to structural
modifications.

• Teaching Materials: Providing instructors with the necessary teaching

materials, manuals, and visual aids to effectively convey techniques and
concepts to participants.

• Communication Skills: Prioritizing instructors with excellent communication

skills to facilitate a collaborative and engaging learning environment.

Additional Considerations:

• Insurance: Obtaining insurance coverage for the workshop space and

activities to protect against potential liabilities and unforeseen incidents.

• Safety Measures: Implementing safety protocols and measures to ensure

the well-being of participants and instructors during the hands-on activities.

• Transportation: Arranging for the transportation of larger upcycled items or

materials to and from the workshop space.

• Marketing Budget: Allocating a budget for marketing and promotion to

attract participants to the workshop and create awareness about the unique
offerings.

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Chapter 2. Johana’s idea: Mobile Trash
Collector

2.1 Idea

A Classroom Trash Collection Service designed to enhance the cleanliness and

efficiency of waste management in educational settings. This service includes a
designated Trash Collector and a mobile app for scheduling pickups, tracking
waste volumes, and providing environmental education. The service aims to
address the absence of trash cans in specific areas, ensuring timely trash
disposal and promoting a clean learning environment.

2.2 Creative techniques used

2.2.1 Analogy Technique

The analogy technique involves drawing similarities between unrelated concepts

or situations to stimulate creative problem-solving. In this context, the analogy of
a garbage truck's trash collection process was applied to observe a solution for
the problem of not having trash cans in the classrooms on the second floor of
our building. By implementing the analogy of a garbage truck, which efficiently
collects trash from various houses or locations, we aimed to develop a practical
and efficient solution for managing waste in classrooms without dedicated trash
cans.
6
2.3 Concept applied to the market

The Classroom Trash Collection Service represents a market-savvy investment

for educational institutions aiming to merge operational efficiency with
sustainability. By providing a seamless solution for waste management through
a mobile app-enabled service and physically adaptive trash collection bins, it
directly addresses the urgent need for cleaner learning environments.

Figure 2. Trash collectorcan prototype.

This service stands out in the educational market by not only ensuring spaces
are kept clean but also by embedding environmental education into its core,
making it an appealing proposition for schools prioritizing health, cleanliness,
and sustainability. Its market viability is enhanced by its dual focus on practical
waste management and the promotion of green practices among students and
staff, positioning it as a comprehensive, innovative solution in the education
sector.

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Chapter 3. Sergio’s idea:

3.1 Idea

Introducing a vending machine that exclusively offers sodas, chips, cookies, and
typical snacks to your school. This decision narrows down the variety of
products but still addresses the primary need for accessible snack options due
to the absence of a cafeteria or nearby food outlets. The school lacks accessible
options for quick snacks and drinks, affecting the convenience and satisfaction
of students and staff during school hours.

3.2 Creative techniques used

3.2.1 Brainstorming

Brainstorming Ideas for a Snack-Only Vending Machine

Product Selection:

• Conduct a survey to identify the most popular sodas, chips, cookies, and
snacks among students and staff to ensure the vending machine is stocked
with favorites.

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• Seasonally rotate snack options to keep the selection fresh and engaging.

Pricing and Affordability:

• Offer competitive pricing to make snacks affordable for students, possibly

through subsidies or partnerships with snack companies.

• Implement a reward system, like collecting points with each purchase that
can be redeemed for free snacks.

Accessibility and Placement:

• Strategically place the vending machine in high-traffic areas accessible to all

students, including those with disabilities.

• Consider installing multiple machines in different locations to reduce

crowding and wait times.

Technology Integration:

• Use cashless payment options to speed up transactions and reduce the

need for carrying cash. Options could include mobile payments, student ID
cards, or prepaid snack cards.

• Explore smart vending machines with touch screens for nutritional

information and digital advertising of school events or health tips.

Engagement and Feedback:

• Create a suggestion box or digital platform for students to propose new

snack options or provide feedback on the vending machine service.

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• Host occasional "snack polls" where students can vote for their next
preferred snack addition to the machine.

3.3 Financial Analysis: Cost-Benefit

• Initial Costs: The total initial investment is $3,000, accounting for the
vending machine purchase and initial stock.

• Operational Costs: Continuing with the assumption of monthly restocking

and maintenance costs at $500, and technology subscription fees for
cashless payment at $100 per month.

• Revenue Projections: Keeping the assumption of selling 100 items per day
at an average profit margin of $0.50 per item, daily revenue remains at $50,
translating to $1,500 monthly.

• Break-Even Analysis: With the revised initial costs of $3,000 and monthly
profits of $900 (after operational costs), the new break-even point would be
roughly over 3 months, significantly improving the feasibility of the project.

The vending machine project is considered feasible for several reasons:

1. Reduced Initial Investment: The lower initial costs of purchasing the

vending machine and stocking it with inventory ($3,000 total) reduce the
financial barrier to entry, making it easier to launch the project.

2. Quick Break-Even Point: The project's break-even point is achievable in

just over 3 months, indicating that the investment can start generating profit
in a relatively short period, which is a strong indicator of financial viability.

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3. Manageable Operational Costs: With operational costs, including
restocking, maintenance, and technology subscriptions, accounted for, the
projected revenue still allows for a profit margin. This suggests that the
ongoing expenses are sustainable under the projected sales figures.

4. Strong Demand Potential: Given the project's context addressing the

absence of a cafeteria or nearby food outlets in a school the demand for
convenient snack options is presumed to be high, supporting steady sales.

5. User Engagement Opportunities: The project includes strategies for

engaging users, such as feedback mechanisms and potentially updating
product selections based on preferences. This user-centric approach can
drive higher satisfaction and repeat usage.

6. Technological Integration: The plan to implement cashless payment

options not only caters to modern preferences but also streamlines
transactions, potentially increasing sales volume and improving user
experience.

7. Strategic Placement for High Accessibility: Placing the vending machine

in high-traffic areas accessible to all students, including those with
disabilities, maximizes its usage potential.

8. Potential for Scalability and Expansion: Early financial viability opens the
door for expanding the project, such as adding more machines or
diversifying the product range, increasing the project's growth potential.

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3.4 Concept applied to the market

This vending machine concept presents an excellent opportunity for a business

looking to cater to the immediate needs of students and teachers for snacks and
drinks within school premises. Given the absence of a cafeteria or nearby food
outlets, this solution addresses a clear demand for accessible and quick snack
options, making it a potentially lucrative and long-term investment.

The selection of products, including sodas, chips, cookies, and typical snacks,
ensures the vending machine offers items that are universally popular and do
not demand extensive culinary efforts or significant economic investment.
Moreover, the strategic approach to product selection, pricing, accessibility, and
technological integration, such as cashless payments and smart features for
nutritional information, enhances the user experience and operational efficiency.
The inclusion of a feedback mechanism further aligns with market demands,
allowing for continuous improvement based on consumer preferences.

Figure 3. Vending machine prototype.

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This vending machine concept, therefore, not only fills a gap in the market but
does so in a way that is economically viable, user-centric, and adaptable to
changing consumer trends, embodying an ideal application of a straightforward
yet effective business idea within the academic environment.

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Chapter 4. Axel’s idea:

4.1 Idea

The business idea of a low-cost package transportation service from the USA to
Mexico is designed to address several key issues. These include the high cost
of cross-border package transportation due to customs duties, logistics, and
other operational costs, which can be a significant barrier for small businesses
or individuals.

4.2 Creative techniques used

4.2.1 Brainstorming

Brainstorming Ideas for a transportation business.

• Requirements to apply.

Having the possibility to justify the payment and follow the law about the fees.

Due to the USMCA (United States-Mexico-Canada Agreement) Mexico

amended its general foreign trade rules and change its “Tasa global.”, which is a
combination of duty and charge on all shipments entering under simplified

14
clearance methods. Goods coming from the United States values at USD 50 or
less will not be charged duties or taxes.

Non-existing fees:

• Due to the non-existing fees for items lower than 50 USD, the fee for
transportation would be a lot more accessible for everyone.

Custom Regulations:

• The regulations are the base of the higher fees, they are made up to
oversees the security at border crossing points, the fee that the final user
would pay will consist in paying the regulations plus a little compensation
for the service.

Only-frontier service:

• This service wouldn’t be feasible if it were designed to make delivery to all

the population of Mexico, this is an advantage due to the lower cost of
delivery for the big favor that it‘s offered for the non-visa users.

4.3 Financial Analysis: Cost-Benefit

• Initial Costs: The business would need trucks, warehouses in the USA and
Mexico, office space, licenses and permits, initial inventory, and
miscellaneous expenses. The total initial costs would be around $2,100,000.

• Operational Costs: Monthly operational costs would include salaries, fuel,

maintenance, rent and utilities, insurance, taxes, and miscellaneous
expenses. The total monthly operational costs would be around $85,000.
15
• Revenue Projections: If the average charge per shipment is $500 and there
are 200 shipments per month, the total monthly revenue would be $100,000.

• Break-Even Analysis: The business would need to handle 6240 shipments

to break even. If the business handles 200 shipments per month, it would
take approximately 31 months to break even.

The project is feasible, but it would take a significant amount of time to

break even.

• Market Demand: The business would need a consistent demand for 200
shipments per month. If the demand is lower, it would take longer to break
even.

• Competition: If there are other businesses offering the same service, it could
affect the price per shipment and the number of shipments the business can
handle.

• Economic Conditions: Changes in the economy could affect both the costs
and revenues of the business. For example, an increase in fuel prices would
increase operational costs.

• Regulations: The business would need to comply with all relevant

regulations in both the USA and Mexico. Changes in regulations could also
affect the costs and revenues of the business.

• Risks and Uncertainties: There are always risks and uncertainties in any
business, such as accidents, natural disasters, etc. These could affect both
the costs and revenues of the business.

16
4.4 Concept applied to the market.

In this case, the business idea is a transportation service from the USA to the
frontier of Mexico. The feasibility analysis showed that the business could be
feasible, but it would take approximately 31 months to break even, assuming
consistent demand for 200 shipments per month.

However, the analysis also highlighted several factors that could influence the
success of the business, including market demand, competition, economic
conditions, regulations, and risks and uncertainties. Therefore, while the
numbers suggest the business could be feasible, it’s crucial to conduct a
detailed market study and financial analysis to make an informed decision.

This vending machine concept, therefore, not only fills a gap in the market but
does so in a way that is economically viable, user-centric, and adaptable to
changing consumer trends, embodying an ideal application of a straightforward
yet effective business idea within the academic environment.

17
Chapter 5. Sebastian’s idea: Bag chilaquiles

5.1 Idea

The idea of chilaquiles in bags comes as a response to a need within the

student community to have a good lunch that is practical and tastes good.
Chilaquiles are a very well-known dish by all the locals and with high
consumption, so taking them to a high level of practicality in which anyone can
enjoy them at any time of the day or in any situation to be inside an object as
dynamic as a bag.

5.2 Creative techniques used

The following creative technique was used for the proposal of this idea:

5.2.1 Brainstorming

It was used as a tool to find good lunches and practical packaging that even if
they did not have much coherence, any idea or thought had to be put on the
table, resulting in Mexican antojitos being one of the most suitable lunches and

18
likely to meet the needs of a student, also bringing to the table that a bag is a
very practical and dynamic packaging.

5.2.2 Lateral thinking

Now that we had a notion of what we wanted to propose, we decided to use

lateral thinking to combine resources in a creative and unconventional way, in a
way that would also attract students to consume, we thought of chilaquiles, a
dish that is traditionally served on a plate, and that the options to take away are
not very practical, so some chilaquiles in a bag would sound like a good option.

5.3 Idea applied to the market

This idea fits well for a business that sells this presentation of chilaquiles, since
it is a dish that does not demand too much in a culinary and economical way, it
works as a possibility of a good long-term investment. Likewise with the bags,
since they are not a resource that has a great risk of loss when used for a
business.

It was analyzed a little more in depth, and an inspiration for the prototype of the
product was found, which is the following:

Figure 4. Bag chilaquiles initial prototype idea.

19
Due to the hard scalability of the product, considering that there was no chance
in making the bag reusable due to the food, it was concluded that the idea is not
feasible.

20
Chapter 6. Efren’s idea: Suggestion box for
classes.

6.1 Idea

The idea of this work arises from the lack of learning that many of my
classmates, including me, are having in school, due to the speed at which we
see topics and we do not give enough study and often do not learn anything, as
a result, often this causes us stress and lack of motivation to do homework or
study.

To solve this, I thought of something simple, easy, and practical as a suggestion

box for teachers so they can know what our weaknesses and deficiencies in the
area are, at the same time we give suggestions and ideas about how we think
we should learn certain activities that instead of doing them in written work we
could make them practical, didactic, with videos and so on.

This will depend on the creative idea of each student, who will write their
thoughts in the suggestion box, this box will have certain rules and filters to
maintain a control of fellowship and respect among all, because at the end of
the day it is our learning and future that is being carried out.

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6.2 Creative techniques used.

As previously mentioned, this innovative solution embraces a multitude of

creative techniques, providing individuals with the flexibility to capture their
thoughts, study techniques, and a myriad of ideas on a tangible medium—be it
a meticulously printed document or the personal touch of handwritten notes.

The versatility inherent in this approach empowers learners to engage with their
educational materials in a manner that resonates with their unique preferences
and learning styles. Beyond its intrinsic adaptability, the system encourages the
cultivation of a personal connection with the learning process.

Whether one opts for the precision of a printed format or the organic flow of
handcrafted notes, the ultimate limit lies within the individual's commitment to
enhancing their own learning journey and contributing to the educational growth
of others. In essence, the power to transform the educational landscape rests in
the hands of those who are willing to explore the boundless possibilities
afforded by these creative techniques.

6.3 Concept applied to the problem.

The conceptualization of a highly accessible and productivity-driven solution for

engaging students involves the ingenious implementation of a suggestion box.
This innovative approach provides a tangible and inclusive platform where
individuals, irrespective of their roles within the academic community, can
effortlessly deposit their valuable suggestions.

The suggestion box, metaphorically and literally open to all, symbolizes a

democratic and collaborative space where the diverse thoughts and
perspectives of students, educators, and other stakeholders coalesce. Its
purpose extends beyond a mere receptacle for ideas; it serves as a conduit for
22
fostering a sense of community and shared responsibility in the pursuit of
educational excellence. By encouraging active participation, the suggestion box
becomes a dynamic hub of creativity, a reservoir of innovative proposals, and a
testament to the commitment to continuous improvement within the learning
environment.

Figure 5. Suggestion box flyer.

6.4 Technical Feasibility

The technical feasibility of a suggestion box for classes hinges on the simplicity
and accessibility of the system. Given the diverse technological landscape of
educational institutions, the platform could be implemented either as a physical
box located in classrooms or as a digital platform accessible through computers
and mobile devices. The latter requires minimal technical infrastructure,
leveraging existing online learning management systems (LMS) or creating a
standalone app. The key technical considerations include ensuring user-friendly

23
interfaces, data security for submitted suggestions, and an efficient process for
sorting and addressing the feedback.

6.5 Strategic Feasibility

Strategically, the suggestion box aligns with the broader goal of enhancing
educational outcomes by addressing the specific needs and challenges faced
by students. It promotes a culture of open communication and continuous
improvement. Successfully implementing this idea requires the buy-in from
educators and administrators to value and act upon the feedback provided. This
may involve setting up a dedicated team or process to review suggestions
regularly and integrate them into teaching strategies and curriculum
development.

6.6 Marketing Feasibility

Marketing the suggestion box to both students and faculty is crucial for its
adoption and sustained use. The marketing strategy should emphasize the
benefits of direct feedback in improving teaching methods and student learning
experiences. Highlighting success stories or positive changes implemented
based on suggestions can drive engagement. Additionally, incorporating
incentives for participation can further increase the tool's visibility and usage.
Effective communication channels include school newsletters, social media, and
presentations during school meetings.

6.7 Economic Feasibility

The economic feasibility largely depends on the chosen implementation mode.

A physical suggestion box requires minimal investment, primarily in the box
itself and the periodic review process. A digital solution, however, involves

24
development and maintenance costs. Despite this, the potential benefits in
terms of improved educational outcomes and student satisfaction could justify
the investment. Furthermore, leveraging existing digital platforms or open-
source solutions can significantly reduce costs.

25
Chapter 7. Conclusions of the winning idea.

7.1 Why this solution should be chosen?

Arturo Peña de la Cruz: Adding a suggestion box for students is a great idea
because it allows them to share their thoughts and ideas. This creates an open
and inclusive environment, giving students a voice in improving their learning
experience. The suggestion box is a simple but effective way to enhance
communication, build trust, and create a positive and collaborative learning
environment for everyone.

Johana Astrid Maldonado Aparicio: The suggestion box is an all-around win.

It empowers students, sparks positive change, builds community, is easy to set
up, and fuels creativity. It's not just about making school better; it's about
making it feel like a place where everyone's voice matters.

Sergio Requejo Balderas: First up, a suggestion box is about as friendly as it

gets. Whether it's a classic box you drop your ideas into or a digital version you
can hit up from your phone, it's all about making it easy for everyone to chime in
and to be honest, sometimes giving feedback face-to-face can be a
bit...awkward. With a suggestion box, you can keep it real and say what's on
your mind without worrying about the immediate reaction. It's like having a
conversation without the stress of the moment.

26
Axel Iván Hernández Martínez: Having a suggestion box for students is a
fantastic way to make sure everyone's ideas and opinions count. It lets students
share their thoughts without needing to say who they are. This helps create an
open and inclusive environment, making sure everyone's voice is heard.

Sebastián Rosales Moreno: Implementing a suggestion box for students is a

smart move because it gives them a chance to share their opinions and ideas
without any pressure. This way, everyone's voice gets heard, and students feel
more involved in making their school better. By listening to their suggestions
regularly, the school can figure out what needs to be improved and solve any
problems students might have.

Efren Israel Lopez Torres: I think that my idea should be considered because
many times we think about how to solve other problems that, although they are
important, are not the main problem.

I think that if we opt for my solution, we will solve many of our complaints and in
part we would help to have better teacher-student communication.

27
Chapter 8. Conclusion

In conclusion, the feedback provided strongly supports the implementation of a

suggestion box for students. The consensus is that such a tool is instrumental in
empowering students and fostering a positive, open, and inclusive learning
environment.

The suggestion box is viewed as a practical and user-friendly method for

students to express their thoughts and ideas without the potential discomfort of
face-to-face communication. Contributors highlight its role as a catalyst for
positive change, community building, and ensuring that every voice is heard,
regardless of anonymity.

Moreover, the emphasis is placed on the importance of taking student opinions

seriously, acknowledging the potential of the suggestion box to address
concerns, improve teacher-student communication, and contribute to an overall
enhancement of the learning experience. The collective opinion is clear: the
suggestion box serves as a valuable tool for facilitating communication, building
trust, and creating a collaborative environment where every student's input is
valued and respected.

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