Abstract:

This article presents a comprehensive analysis of the implementation and educational potential of Unmanned Aerial Vehicles (UAVs), commonly known as drones, within the context of higher education and inclusive pedagogical practices. The study is anchored in the design, development, and execution of an interdisciplinary educational project that centers on the construction and operation of a First-Person View (FPV) drone. The project is situated within a STEM (Science, Technology, Engineering, and Mathematics) educational framework and is developed using the principles of Project-Based Learning (PBL), which emphasizes active learning, collaboration, and the resolution of real-world challenges.

The article begins by contextualizing the role of UAVs in contemporary education, noting their increasing accessibility and the diverse ways in which they are being integrated into curricular and extracurricular activities. The project described serves as a practical case study to illustrate how such technologies can be embedded within academic programs to enhance both teaching and learning processes. It outlines in detail the technical stages of the drone-building process—from initial design and selection of components to assembly, programming, and flight testing—highlighting the opportunities for students to acquire and apply knowledge across multiple domains, including physics, mathematics, electronics, and computer science.

In addition to the technical aspects, the article examines how the project was integrated into the curriculum, emphasizing its alignment with educational objectives and competencies. It also evaluates the pedagogical impact of the project, using qualitative and quantitative data collected through student feedback, performance assessments, and reflective practices. The findings suggest that the hands-on nature of drone construction, combined with the collaborative and iterative structure of PBL, significantly enhances student engagement, motivation, and retention of knowledge.

A key focus of the study is the inclusive dimension of the project. It explores how UAV-based activities can be adapted to accommodate diverse learning needs, promote equity, and support the participation of students from underrepresented or marginalized groups. Through strategies such as differentiated instruction, the use of assistive technologies, and the creation of collaborative peer networks, the project demonstrated a capacity to foster an inclusive learning environment where all students can contribute meaningfully.

Ultimately, the article argues that UAVs are not merely technological tools but serve as catalysts for educational innovation. By bridging theory and practice, promoting interdisciplinary collaboration, and fostering inclusive participation, drones have the potential to transform the educational experience. The study concludes that when thoughtfully implemented, UAVs can play a pivotal role in reshaping pedagogical approaches, enriching STEM education, and promoting a more inclusive and engaging learning environment.

Keywords:

UAV, STEM, project-based learning, educational inclusion, educational technology, drones, higher education.