Impact of the Introduction to STEAM Fields: Promoting Technological Knowledge in Santa Lucía, Ecuador, Through a Community Service by ESPOL.

Abstract

This article examines the impact of the community project Desarrollo acuícola y uso de TICs en la Unidad Educativa Fiscal del Milenio Enrique López Lascano, Fase 2, implemented by ESPOL as part of pre-professional community service internships in 2024. Executed by Electronics and Automation Engineering and Telecommunications Engineering students under the guidance of faculty from the Faculty of Electrical Engineering and Computer Science (FIEC) at ESPOL, the project addressed the lack of technical training in Santa Lucía, Ecuador. The initiative aimed to teach basic electronics, programming fundamentals, and automation to Ninth-Year General Basic Education (EGB) and Second-Year Unified General Baccalaureate (BGU) students. Participants developed real-world technological solutions, including an RFID-based access control system, automated car control, smart traffic lights, automatic trash bins, fire alarm systems, and internet-connected greenhouse monitoring. A diagnostic assessment revealed students' limited knowledge but strong interest in these fields. In response, in-person sessions combined theoretical classes with Project-Based Learning (PBL), where ESPOL students acted as instructors. The project concluded with an academic fair where students presented their work, demonstrating their acquired knowledge and strengthening practical and communication skills. To assess the project's impact, student satisfaction and knowledge acquisition were evaluated, revealing a significant improvement in their understanding of electronics, programming, and automation. The project also served as a motivational tool, inspiring students to pursue careers in science, technology, engineering, and mathematics (STEM).