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This thesis concerns the evaluation of a specific methodology for designing an educational scenario for teaching reverse engineering/3D scanning in learning environments in higher education. Three different questionnaires were used to collect the survey data: a) the GEFT-type questionnaire to identify the learners' cognitive style, b) the questionnaire to identify the learners' personal assessments (and their knowledge about the reverse engineering module) and finally, c) the feedback questionnaire at the end of the course. In this way, a distinction was made between all the participants into dependent and independent learners (field-independent and field-dependent learners). The trainer then designed a training program to meet the training needs of both categories. The educational scenario was addressed to students of the 7th semester of the Product and Systems Design Engineering department of the University of Western Macedonia who had chosen the course "K2-Prototyping for Product Design Engineers" of Direction 2 (Product Design and Manufacturing). Finally, the proposed methodology was evaluated in terms of effectiveness, efficiency, satisfaction and ease of use.