This paper explores the use of simulation-based training for mathematical learning in undergraduate and graduate mathematics, science, and engineering courses. Simulation-based training offers the advantages of active learning and inquiry-based learning techniques. Furthermore, it provides extensive flexibility, ranging from user-level usage of simulations to the modification or creation of new possibilities by the student, thus engaging different cognitive levels to achieve the learning objectives. This is particularly interesting in groups consisting of students from diverse backgrounds and levels, due to factors such as their international origin or varying prior education, especially in interdisciplinary Master’s degree programmes. Additionally, in online or blended environments (which have become widespread during the last years), simulation-based learning has the advantage of granting students a certain degree of autonomy, which can, to some extent, compensate for the absence of the instructor’s physical presence.

In smart cities, unmanned aerial vehicles and self-driving vehicles are gaining increased concern. These vehicles might utilize ultra-reliable telecommunication systems, Internet-based technologies, and navigation satellite services to locate their customers and other team vehicles to plan their routes. Furthermore, the team of vehicles should serve their customers by specified due date efficiently. Coordination between the vehicles might be needed to be accomplished in real-time in exceptional cases, such as after a traffic accident or extreme weather conditions. This paper presents the planning of vehicle routes as a team orienteering problem. In addition, an ‘agile’ optimization algorithm is presented to plan these routes for drones and other autonomous vehicles. This algorithm combines an extremely fast biased-randomized heuristic and a parallel computing approach.

Simulation-based education (SE) refers to the use of simulation software, tools, and serious games to enrich the teaching and learning processes. Advances in both computer hardware and software allow for employing innovative methodologies that make use of SE tools to enhance the learning experience. Moreover, thanks to the globalisation of e-learning practices, these educational experiences can be made available to students from different geographical regions and universities, which promotes the development of international and inter-university cooperation in education. This paper provides a review of recent works in the SE subject, with a focus on the areas of engineering, science, and management. It also discusses some experiences in SE involving different European universities and learning models. Finally, it also points out open challenges as well as noticeable trends.