This study introduces an innovative teaching activity aimed at second year students in the course of Economics of Labor Incentives, part of the Degree program in Labor Relations and Human Resources at the University of Almeria. The main objective of the activity is to improve students' skills in searching scientific databases, creating scientific posters and presenting and defending their work.

First, a questionnaire was used to assess the students' initial knowledge and experience with scientific databases and scientific poster elaboration and presentation. The results indicated that most students had limited experience in these areas, showing a significant need for specific educational interventions.

Second, students were assigned the task of selecting a research article related to active employment policies in the Web of Science database, ensuring that its publication date was between 2023 and 2024. They were to critically review the article, based on the journal's indexation in JCR, in the quartiles (Q1-Q4) and the journal's impact.

Thirdly, 3 practical sessions (6 hours) were designed to deal with contents related to the search for articles in scientific databases, the choice of the search equation and the use of translators such as Deepl (since most of the articles were in English) and tools for preparing posters and a basic guide to public speaking.

Fourth, the students in the course prepared the scientific poster summarizing the objectives, methodology, results and conclusions of the article. A schedule of presentations was developed where each student presented their poster in practice class with 10 minutes for defense, followed by a Q&A (question and answer) session (by the rest of the students and the teacher). The purpose of this presentation phase was to evaluate their mastery of the content, their oral expression and their ability to answer questions. The evaluation of the activity was comprehensive, considering the chosen article, the poster design, the presentation skills and the answers given to the questions asked.

Finally, after completing the activity, a post-questionnaire was administered to assess the perceived difficulty of the task and whether students had used AI tools during their work. The results of the post questionnaire showed significant improvements in students' abilities to search and use scientific databases, create effective scientific posters, and present their findings with confidence. However, students reported difficulties in understanding statistical concepts and presenting the poster under pressure. Despite these difficulties, many found that the use of AI tools made it easier to create their posters and prepare for their presentations.

Overall, the integration of this practical activity into the Economics of Labor Incentives course proved to be highly effective in improving students' research and presentation skills. Students showed a marked improvement in their ability to navigate scientific databases, an essential skill for their academic and research future. The use of AI tools emerged as a relevant support mechanism, highlighting the potential of technology to improve educational practices not only in synthesizing information, but also in translating complex texts.

This innovative approach fosters a more engaging and effective learning environment, providing students with valuable tools that will be useful throughout their academic lives.

Keywords: Scientific Databases, AI Tools, Teaching Innovation, Higher education.