The concept of scientific capital encompasses the accumulation of experiences, knowledge, and resources that individuals gather throughout their lives. Despite improvements in gender equality within the fields of science and technology, entrenched stereotypes continue to hinder equal enrollment in technical education programs, especially in engineering. This discrepancy often stems from a lack of early role models, particularly in extracurricular activities, where students fail to see themselves in engineering roles.

Technical education plays a vital role in addressing the increasing demand for skilled professionals in these disciplines. However, recent trends indicate a decline in enrollments in technical careers, perhaps also due to the falling birth rate. Initiatives focused on STEM (Science, Technology, Engineering, and Mathematics) are essential for engaging young people and fostering their interest in these fields, particularly during secondary and high school education.

The ILARGI project, developed through a partnership with Elhuyar's STEAM Education area and the ENEDI and DoPER research groups at the University of the Basque Country UPV/EHU, aims to enhance the professional aspirations of youth in STEM by increasing their scientific capital and providing them with role models in these areas. The project emphasizes energy efficiency within educational institutions through energy audits and hands-on experimental sessions, alongside the Elhuyar Science Fair.
A key outcome of the ILARGI project is the production of three mini-videos designed for students. The initial two focus on university knowledge and practices related to energy, involving secondary school students. The third video details the implementation and outcomes of the project in a pilot school setting.

This work particularly examines the third mini-video, which illustrates the connection between secondary education and university studies via energy strategies. It showcases several key activities, including:
(1) analysis of school energy consumption,
(2) informative lectures in small group settings,
(3) experimental tests conducted both at the school and in laboratories,
(4) the creation of energy efficiency improvement projects by students,
(5) visits to the Basque Government's Laboratory of Building Quality Control (LCCE) to gain insights into the energy sector,
(6) organizing a congress where students present as speakers,
(7) showcasing projects at the Elhuyar Science Fair.

The mini-video demonstrates that the ILARGI project has significantly enriched students' experiences, allowing them to collaborate with energy sector professionals and engage in real-world audits. Furthermore, students have actively participated in presenting their work at scientific fairs. Given the positive outcomes observed, this mini-video, which has been translated into English, Spanish, and Basque, serves as a dissemination tool for broader application, aiming to replicate these initiatives in other educational institutions to enhance scientific capital and foster similar learning experiences.

Keywords: STEM project, education and research, energy efficiency, university and schools.