This research initiative was motivated by a reflective analysis of the deficiencies observed during the teaching-learning process. It aims to provide effective and efficient solutions to minimize, or better yet, eliminate these problems. The primary deficiencies observed were: a procedural deficit in students’ key competencies, suitability of computer tools utilized in the teaching-learning process, and teachers’ excessive teaching load. To address the first issue, an educational socialization approach was adopted by means of practical learning experiences in professional contexts. This type of experience is intended to foster students’ vocational motivation, which is considered crucial to motivating their commitment to learning. An eclectic methodology is proposed based on a combination of three didactic proposals: academic tutoring, programmed teaching, and modular learning. Each learning approach comprises three stages: introduction, development and results.

Firstly, the various development stages of the Teaching Innovation Project are described (preliminary actions, design of activities, implementation and reengineering); then, the results obtained are outlined. And lastly, the conclusions are presented, which confirm some of the hypotheses: modular learning proved to be a flexible methodology capable of adapting to different learning environments, whereas an excessively large number of participants greatly complicated work teams’ internal functioning. Furthermore, this study identified students’ preferences regarding computer applications to be incorporated into collaborative work.