The different types of learning scenarios are described below.

1. Actual Scenario

In this scenario, students develop, strengthen and consolidate their professional training gradually, through links with educational institutions, research centers, government agencies and various industries, by integrating, strengthening and validating their knowledge. The students of the Doctorate in Environmental Sciences will be incorporated into various sectors where they apply, verify or learn new techniques of analysis for the diagnosis of environmental impact. The possibility is explicitly included for students to carry out their experimental work in real scenarios, when their thesis project merits it or when there is a project with financing in some institution that allows them to carry out their work with the required support and the necessary funds. In this case, it is recommended that there is a working agreement between the institution and the university.

Classroom scenario

In this scenario, the student develops personal growth processes, the ability to incorporate knowledge, progressively build his or her logic of understanding and guide it conveniently during the training process. To this end, active learning techniques are developed that favor the acquisition of independence, respect for the diversity of talents, ways of building knowledge, values, habits, skills, abilities, capacities, attitudes and aptitudes through practices that encourage academic interaction in collaborative and cooperative work. It is the space where the student receives the disciplinary knowledge of each area of study, as well as technical and theoretical advice on the development of his research project, in which he will be accompanied by his review committee and his thesis director.

Virtual scenario

It is the scenario where students develop, strengthen and consolidate their training by incorporating new technologies, dynamizing centers for interactivity through the creation of audiovisual environments, videoconferences, multimedia, audiovisual codes, 3D animations, simulation of phenomena through digital techniques, hypertextual and hypermedia navigation and online courses (e-learning), among others. Within the work units, electronic media processes will be used to allow the student to offer innovation alternatives. Students will use simulation programs for emission scenarios, energy demand, water and climate balances; software for inventories of pollutants and greenhouse gases, geographic information systems and satellite images, orthophotos, among others, for the study of land use change and vegetation type. Current conferences will be promoted with specialists from other universities covering all areas of study.

Several strategies are applied in the learning process:

1. Cooperative Learning
2. Collaborative Learning
3. Case Studies
4. Resolution of exercises and problems
5. Problem-based learning
6. Project-oriented learning

Learning Assessment

The evaluation of student learning in each subject promotes co-evaluation and self-evaluation and comprises a continuous process through the systematic assessment that will be carried out during the development of each work session considering the following elements:

• Attendance, punctuality and permanence.
• Participation in the master class and in the group-class team.
• Analysis of the readings and synthesis of the same by means of reports or reports, on the dates and forms agreed upon for their delivery.
• Exposition, critical analysis and discussion based on the topics addressed.
• Presentation of written and oral works in which the contents analyzed during the development of the course are recovered and integrated.
• Oral presentation of the progress of the research project in the seminars.

The subjects of "Research Work" and "Annual Scientific Work" will be evaluated by the course leaders with the support of the student's Review Committee, whose members will assign the grade corresponding to such subjects in the formats established by the Academic Committee of the Doctoral Program in Environmental Sciences. The evaluation of the "Progress Seminars" involves written reports and oral presentations per semester, corresponding to the progress of the research work and the defense of the results obtained by the student. The grade will be recorded in the respective minutes by the professor of the corresponding Seminar or Research Laboratory.

The grade of the subjects of Research Work and Thesis Seminar will be expressed in the numerical scale from 5 to 10 and with whole numbers, being the minimum passing grade of 8. The grades will be recorded in the minutes determined by the School Administration System of the UAEH. In case of not accrediting any subject, the General Regulations of Graduate Studies of the UAEH will be applied.

To determine the final grade, the partial grades will be averaged; if they result in decimals up to 0.5, the previous grade expressed in whole numbers will be recorded; when they result in decimals greater than 0.5 or more, the next higher grade expressed in whole numbers will be recorded.

The professor who teaches a subject must submit the final grades to the Academic Director of the Doctoral Program in Environmental Sciences within the non-extendable term established in the School Administration Regulations.

1. Mexican Institute of Water Technology (IMTA)
2. Technological Institute of Pachuca (ITP)
3. Technological Institute of Durango (ITD)
4. National Service of Health, Safety and Agri-Food Quality (SENASICA)
5. National Autonomous University of Mexico (UNAM)
6. Autonomous Metropolitan University (UAM-I)
7. Autonomous University of Querétaro (UAQ)
8. Autonomous University of Tamaulipas (UAT)
9. Autonomous University of Tlaxcala (UATx)
10. Benemérita Universidad Autónoma de Puebla (BUAP)
11. Center for Research in Applied Chemistry (CIQA. Saltillo)
12. Polytechnic University of Francisco I. Madero (UPFIM)
13. Polytechnic University of Pachuca (UPP)
14. Technological University of Tula-Tepeji (UTT)
15. State Water and Sewerage Commission (CEAA)
16. National Water Commission. Hidalgo Local Directorate (CONAGUA/Hidalgo)
17. National Forestry Commission (CONAFOR)
18. Ejidal Committee Santo Tomás de Singuilucan
19. El Aserradero Ejidal Committee
20. Technical Groundwater Technical Council of the Tulancingo Valley (COTAS/Tulancingo).
21. Tecocomulco Groundwater Technical Council (COTAS/Tecocomulco)
22. Huichapan Groundwater Technical Council (COTAS/Huichapan)
23. National Coordinator of Produce Foundations (COFUPRO)
24. Hidalgo Produce Foundation
25. Municipal Government of Tulancingo de Bravo
26. Mexican Petroleos Mexicanos (PEMEX). Hydrocarbons (PEMEX)
27. Ministry of Environment and Natural Resources of the Government of the State of Hidalgo (SEMARNATH)