Ruta de intervención pedagógica para fortalecer la motivación hacia la elección de carreras STEM en estudiantes de grado undécimo de la Escuela Normal Superior de Saboyá. Este proyecto aporta al fortalecimiento del interés vocacional científico-tecnológico de los estudiantes y al progreso social de la comunidad. Este proyecto es innovador porque integra estrategias didácticas y experienciales que acercan a los estudiantes a las áreas STEM.

Abstract

This research aims to understand and transform the relationship that eleventh-grade students at the Escuela Normal Superior de Saboyá have with the areas of science, technology, engineering, and mathematics (STEM). The starting point was the observation of a recurring phenomenon at the institution: when choosing a career path, most young people do not consider STEM disciplines an attractive or viable option, which also limits the development of a life project linked to scientific and technological advancement. This situation led to the design of a pedagogical intervention plan that not only aims to inform students about these areas but also seeks to make them experiential in order to modify their perceptions of them. Due to its emphasis on the relationship between education and social mobility, this study falls within the research area of education and social development. Given this context, the study employs a mixed-methods approach with a descriptive and sequential methodology, supported by the use of instruments such as surveys (pre-test/post-test) and in-depth (semi-structured) interviews. The sample consisted of 28 students from the eleventh grade three group, among whom the personal, family, economic and academic factors that influence their vocational decisions were highlighted. Based on this diagnosis, a pedagogical pathway was structured and implemented, which included gamified scientific experimentation activities and vocational reflection exercises. The findings indicate that the intervention contributed to broadening students' vision of training opportunities in science and technology, as well as strengthening their sense of agency in building their own life projects. It is concluded that experiential strategies, when articulated to the reality of the context, notably foster vocational interest in STEM careers, particularly in rural populations with limited access to scientific and technological role models.