An Innovative Laboratory Experience to Develop Power Engineering Skills in a Power Systems Course

This article presents the outcomes of an extensive research initiative carried out in the context of the Power Electrical Systems course. Over multiple academic terms, a pedagogical laboratory was devised and implemented. Employing a longitudinal quasi-experimental methodology, the study, although lacking a control group, featured strategic pedagogical interventions. The focal innovation encompassed the integration of experiential pedagogy techniques rooted in problem-solving methodologies, coupled with real-world microgrid (UNIGRID) practical case applications. Additionally, the incorporation of simulation tools enriched the learning environment. This holistic approach yielded notable advancements in students' skill acquisition and competence development within the course. Despite a transient setback resulting from the COVID-19-induced social isolation measures, adept adjustments were introduced. These modifications ensured the uninterrupted continuation of the initiative, ultimately yielding affirmative and promising outcomes.