The vision of the international educational project CDIO Initiative, framing the undergraduate engineering education in the context of conceiving, designing, implementing and operating systems and real-world products, has led to the research and development of new teaching strategies teaching engineering in the world. Much of the experiences seek to articulate a curriculum around the mutual support between disciplines, develop professional skills, personal and interpersonal skills in the student. In this context, a study of instrumental and multiple cases of three students last semester of electrical engineering to solve problems on design and development of a satellite backup channel with the addresses of integration projects and CDIO methodology is presented. The educational intervention focused on the student, he was guided by the teacher as facilitator of the process, and led to the emergence of the subject well informed to promote their independent learning with responsibility and the integration of basic concepts of its own knowledge with other knowledge involved in resolution of the problem situation. The results showed evidence of improvements in autonomous learning responsibly and advances in interdisciplinary broach students considered for the case study.However, the Eigen modes followed in resolving the problem led to the discovery that the absence of a higher level of consciousness in their learning processes and regulation of it is not independent, and that the former is an important limitation on the time to solve an issue.