Abstract:

This communication presents an educational innovation experience developed within the IDIES Programme, whose aim is to introduce first‑year upper‑secondary students from the Region of Murcia to authentic scientific research environments through a structured collaboration between universities and post‑compulsory secondary education centres. The case reported was implemented jointly by the Escuela Politécnica Superior de Orihuela (Universidad Miguel Hernández de Elche) and the IES San Juan de la Cruz (Caravaca de la Cruz), involving three students who conducted a nine‑month research project on the effects of lactation period on milk quality and technological properties. The pedagogical design was grounded in problem‑based learning (PBL), inquiry‑based approaches, scientific mentoring, and the development of digital competences. Students participated in two practical laboratory sessions per term at the university facilities, where they carried out experimental work and data collection. These sessions were complemented by periodic analytical round‑table meetings in which students presented intermediate results, discussed their implications, and reflected on the scientific process. This structure fostered critical thinking, analytical reasoning, and evidence‑based decision‑making. The role of the university tutor focused on methodological guidance, training in research techniques, continuous monitoring, and formative feedback, enabling students to progressively assume greater autonomy. The experience culminated in the production of a research report to be defended as the students’ final project within the Modalidad de Estudios de Investigación, as well as its presentation at the scientific congress organised by the IDIES Programme. A final satisfaction survey revealed notable self‑perceived progress in analytical and synthesis skills, together with a significant reinforcement of the transversal competence of public communication. Students also reported increased motivation and a clearer academic orientation towards STEM pathways. Overall, this experience highlights the value of early research mentoring as a strategy to strengthen scientific competence, promote meaningful and situated learning, and reinforce institutional cooperation between universities and secondary education. The model shows high transferability and could be replicated by other centres interested in integrating authentic research experiences into pre‑university education.

Keywords:

Scientific literacy, Student engagement, Project-based learning (PBL), University–school collaboration, Mentoring.