Abstract:

This paper presents a comprehensive experience of knowledge transfer from university research to high-achieving secondary education students through the "Bachillerato de Investigación y Excelencia" (BIE) program (Research and Excellence Baccalaureate), a collaborative initiative between the University of Burgos and the Regional Government of Castilla y León in Spain. The BIE program identifies students with exceptional academic records and research vocation in their first year of baccalaureate, providing them with immersive experiences in authentic university research environments.

In this paper the design, implementation, and outcomes of a 70-hour project-based learning experience centered on mobile robotics applied to industrial environments is reported. The project, titled "Design and Validation of Mobile Robot Navigation in a Simulated Factory Environment," engaged a selected BIE student in tackling a real research problem from our robotics laboratory: designing and validating autonomous navigation solutions for material transport in industrial facilities.

The educational methodology integrated theoretical foundations with hands-on design and experimental validation across six structured phases:
(1) theoretical introduction to mobile robotics fundamentals (mapping, localization, and path planning);
(2) occupancy map design representing an industrial facility with obstacles and workstations;
(3) conceptual robot design based on functional requirements;
(4) trajectory planning and optimization using educational simulation tools;
(5) experimental validation in the University's Robotics Laboratory with real mobile robots; and
(6) final technical report documenting the complete research cycle.

The student worked autonomously between supervised sessions, experiencing authentic research practices including problem formulation, literature review, design iteration, simulation analysis, and experimental validation. The project culminated with formal presentations to the research team and hands-on experimentation where the student operated real mobile robots executing trajectories similar to their designed solutions.

This experience demonstrates that this immersive approach successfully bridges the gap between secondary and university education, fostering research vocations and providing exceptional students with realistic insights into engineering research careers. The student developed advanced competencies in mobile robotics, computational thinking, and scientific methodology while experiencing the complete research cycle from conceptualization to experimental validation. Assessment included technical quality of designs, autonomous work capacity, critical analysis of simulation versus experimental results, and communication skills in presenting findings.

This experience illustrates how university-secondary school partnerships can create meaningful pathways for talent identification and early research exposure, leveraging existing university research infrastructure and faculty expertise to inspire and prepare the next generation of researchers.

Keywords:

Mobile Robotics, Autonomous Navigation, Applied Engineering Education, University–High School Collaboration, Experiential Learning, Educational Innovation.