2024 ASEE Annual Conference & Exposition

A significant disparity exists in the quality of education between urban and rural areas in Latin America. While urban centers and towns benefit from well-equipped schools staffed by qualified educators, facilitating effective teaching and learning, rural schools still face numerous challenges.
Despite a relatively high level of student engagement in the learning process at the elementary level in rural areas, there is a substantial exodus of students from the rural education system at the high school level. This departure is not only marked by sheer numbers but also by a stark contrast to the educational opportunities available in urban high schools.

Many rural schools have adopted the "multi-grade" approach, wherein students from different grades share a single classroom under the guidance of one teacher who teaches one or more subjects. One possible factor contributing to students leaving these schools is the shortage of qualified subject-specific teachers capable of delivering high school-level content in a way that resonates with students.

Research on this issue suggests that there are several factors responsible for the challenges faced by the rural education system. Some of them:
1. Limited access to the didactic and pedagogical resources that urban areas enjoy.
2. Need for more familiarity with technology and its educational benefits.

The ongoing pilot project aims to investigate and develop a methodology to address the needs of rural schools. This methodology includes 1) providing well-prepared teachers through remote learning, 2) granting access to high-quality educational materials through a learning management system, and 3) implementing a hybrid learning approach that combines the expertise of urban teachers with the practical support of local educators.

The project has designed a condensed course focused on energy, energy transformation, and sustainability, aimed at assisting rural students and educators in gaining knowledge about electricity and alternative energy sources. By the course's conclusion, participants should be capable of constructing a microgrid to ensure a stable supply of electrical energy within their school.

The course is delivered remotely through a collaborative effort between an "urban" teacher and the “rural” school teacher. It consists of eight synchronous weekly sessions, guided by the expert teacher via remote learning, with additional assistance from the local teacher. Following these sessions, students can access various asynchronous activities to supplement their understanding of the material covered in the live sessions. The final two sessions involve hands-on activities: 1) crafting a solar charger for mobile phones and 2) creating a model microgrid capable of providing electrical energy to at least one classroom. Subsequently, students and teachers will present their achievements to the local community.

To evaluate the project's learning outcomes, students underwent pre- and post-tests focusing on the project's content. They also participated in a survey gauging their attitudes towards STEM subjects and careers. Additionally, the assessment involved a review of students' engagement with and completion of asynchronous assignments, examining the influence on the learning process. In summary, the paper presents the findings and insights from these assessments and the project.