Abstract

Maintaining quality of life through functional autonomy is crucial for supporting aging in place. While assistive technologies and architectural adaptations have received significant attention, there is limited knowledge on how older adults independently adapt domestic routines using everyday household products. Background/Objectives: This study aimed to explore how functionally independent older adults manage key domestic tasks and to identify user-driven adaptations that could inform inclusive product design. Methods: We conducted a qualitative field study involving non-participant observations and in-depth case studies with 20 older adults aged 65–85 living in urban Chile. Participants were observed while performing cooking, dishwashing, and waste disposal activities. Thematic analysis and axial coding, based on grounded theory principles, were applied to identify adaptation strategies and usability barriers. Results: Participants employed a range of adaptation strategies across tasks, including temporal redistribution of effort, spatial reorganization, informal tool use, and reliance on social support. These adaptations reflected creative and situated responses to physical and environmental constraints. Many Objective: To assess how social innovation projects implemented through active methodologies contribute to the development of three transversal competences among Design Engineering students (Social and Ethical Responsibility, Problem Solving, and Quality Commitment). Methods: Exploratory mixed-methods study; documentary analysis and exploratory interviews informed a 43-item Likert questionnaire, administered to 31 students with PBL experience. Analysis focused on 17 items covering the three competences using descriptive statistics. Results: Students reported favorable perceptions of the projects’ contribution, with ~50–74% “Strongly agree” on key items. Empathy and commitment to quality in real contexts were salient, as was the transferability of competences across academic and professional settings. Conclusions: Embedding social innovation projects within PBL consistently strengthens the target competences and fosters meaningful, socially engaged learning. Limitations: Small sample and descriptive analysis; future research should employ inferential methods and incorporate qualitative evidence from beneficiary communities.