Administration and Evaluation of a Mobile Photovoltaic Energy Classroom as a Pedagogical Strategy for the Social Appropriation of Knowledge and Energy Transition

Abstract

THIS project seeks to contribute to educational quality by generating appropriate conditions for meaningful learning through pedagogical, community, research, and technological activities. It contributes to innovation in learning environments and sustainable development through the implementation of a mobile photovoltaic classroom as a pedagogical strategy for teaching and learning, contributing to the energy transition from school to school.
Thus, it is based on the appropriation of theoretical and practical knowledge based on learning environments, mobile classrooms, renewable energy, energy sustainability, and meaningful learning.
Therefore, it follows a mixed approach, through the interrelation of quantitative and qualitative variables that intervene at different stages of the proposal's development; this approach is framed within the positivist paradigm. Applied research is defined by Murillo (2008) as "practical or empirical research."
As a result, the mobile classroom becomes a meaningful and community-based learning space, leveraging clean energy management and, consequently, improving the quality of life. This supports the goals of sustainable development and educational innovation in rural and urban contexts.