Abstract:

The increasing dropout rates in higher education and within universities represent one of the most urgent challenges for educational systems globally, particularly in Europe. Although numerous initiatives focus on supporting students, there is a growing awareness of a lack of meaningful, engaging, and experiential learning experiences in earlier stages of education.

This contribution argues that to effectively address the dropout problem, it is necessary to rethink how knowledge is introduced and experienced during the entire educational journey. In particular, it explores the potential of laboratory-based learning, grounded in direct experience, as a key strategy to increase engagement, motivation, and conceptual understanding. Constructivist learning theories (Piaget, 1954; Vygotsky, 1978), which emphasize the importance of active knowledge construction, advocate for the creation of experiential environments where students can explore, experiment, and reflect autonomously.

Recent studies (Hattie, 2009; Freeman et al., 2014) show that active learning significantly improves both academic performance and intrinsic motivation. In this perspective, laboratory activities are not merely spaces for demonstration but dynamic, participatory contexts for the development of critical thinking, autonomy, and problem-solving skills.

However, to implement this pedagogical change, it is necessary to rethink not only the curriculum but also the teaching tools. In this sense, the discipline of design – particularly design thinking – offers a highly valuable methodological approach. Characterized by empathy, iteration, and prototyping, design thinking has already proven effective in educational innovation, yet its use in co-designing educational materials remains underexplored.

This research investigates how designers and educators can collaborate to create didactic and technological kits for laboratory contexts. The study adopts an exploratory design-based research approach, focusing on conceptual development and early prototyping rather than on empirical validation through implemented interventions. These kits are designed to support inquiry-based learning, promote creativity, and make the learning experience more tangible and engaging. Far from being mere aids, these tools are configured as interactive platforms, adaptable to various disciplines and educational levels, capable of supporting student-centered teaching practices even in resource-limited contexts.

An innovative aspect of the proposed kits is the integration of advanced technologies such as artificial intelligence (AI), augmented reality (AR), and virtual reality (VR). AI-based approaches are envisioned as tools to support personalized learning experiences by analyzing student interaction data and adapting content and pacing.This approach allows for the creation of highly personalized learning paths that respond to each student's individual needs, stimulating motivation and interest.

Moreover, the use of augmented and virtual reality in the kits is intended to enable students to explore complex concepts through immersive environments and teaches them to use these technologies as tools. For example, with VR headsets, students can explore simulations of real or abstract scenarios, going beyond traditional lectures, while AR can enrich the physical world with digital information, creating more engaging and interactive learning experiences.

The kits will be used in orientation activities for high school students and in ongoing and exit orientation for university students, in collaboration with local businesses and organizations.

Keywords:

Education, Artificial Intelligence (AI), Active Learning, Orientation, Design Thinking.