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<p>This paper presents an innovative methodology based on Technology Readiness Levels (TRL) for the development and integration of didactic prototypes in renewable energy education for secondary schools. The study details a four-phase implementation framework (2023–2025) that guided the design, validation, and deployment of over 20 functional prototypes including photovoltaic modules, solar thermal collectors, wind generators, and hydraulic systems. The methodology emphasizes experiential learning through community-linked practices involving engineering students and secondary school beneficiaries. Results indicate a TRL progression from 2 to 4 (conceptual/laboratory validation) to 5–6 (relevant environment demonstration), with direct impact on 167 + secondary students and 90% + acceptance rates in pedagogical evaluations. Technical performance measurements of the prototypes showed average photovoltaic generation of 0.8–1.2&#xa0;kWh/day, wind generator outputs of 30 W nominal, and solar thermal efficiency of 40% at ΔT = 30&#xa0;°C. The study demonstrates how TRL-based approaches can bridge engineering education with secondary STEM learning while addressing Sustainable Development Goals 4 and 7. This framework offers a replicable model for integrating emerging technologies into pre-university education through structured prototyping cycles.</p>

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TRL-based methodology for integrating didactic prototypes in renewable energy teaching for secondary education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月22日

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  • Galo A. Durazno,
  • Segundo Cando,
  • Juan Peralta-Jaramillo,
  • Jorge Duque-Rivera,
  • Fausto A. Maldonado

摘要

This paper presents an innovative methodology based on Technology Readiness Levels (TRL) for the development and integration of didactic prototypes in renewable energy education for secondary schools. The study details a four-phase implementation framework (2023–2025) that guided the design, validation, and deployment of over 20 functional prototypes including photovoltaic modules, solar thermal collectors, wind generators, and hydraulic systems. The methodology emphasizes experiential learning through community-linked practices involving engineering students and secondary school beneficiaries. Results indicate a TRL progression from 2 to 4 (conceptual/laboratory validation) to 5–6 (relevant environment demonstration), with direct impact on 167 + secondary students and 90% + acceptance rates in pedagogical evaluations. Technical performance measurements of the prototypes showed average photovoltaic generation of 0.8–1.2 kWh/day, wind generator outputs of 30 W nominal, and solar thermal efficiency of 40% at ΔT = 30 °C. The study demonstrates how TRL-based approaches can bridge engineering education with secondary STEM learning while addressing Sustainable Development Goals 4 and 7. This framework offers a replicable model for integrating emerging technologies into pre-university education through structured prototyping cycles.