This project addresses the persistent challenges students encounter in understanding complex concepts of electromagnetism, such as Gauss’s Law, Ampere’s Law, electric fields, and electromagnetic forces, which are critical to engineering and physics education. Many students struggle with these topics due to their abstract nature, the mathematical rigor required, and the limited time available in traditional course structures. To bridge these gaps, the initiative integrates interactive and adaptive worksheets hosted on web platforms, aiming to foster active learning, promote engagement, and enhance students' conceptual and procedural understanding of these topics.

The project is structured in four interconnected phases:
1) Diagnostic Phase: The Electricity and Magnetism Learning Test is used to identify students' pre-existing misconceptions and their initial level of understanding regarding electromagnetism.
2) Material Development: Interactive and adaptive worksheets are developed using Mathematica, Matlab and Python, designed to integrate simulations, visualizations, and problem-solving exercises. These materials are hosted on Canvas, a platform chosen for its mobile accessibility, adaptability, and robust analytics features, enabling precise monitoring of students’ progress.
3) Implementation Phase: The worksheets are applied to eight critical topics in the electromagnetism course, including electric fields, potential, capacitance, resistance, magnetic fields, and the Lorentz force. Widgets and computational tools such as Mathematica, Matlab, and Arduino-based applications are integrated to facilitate geometric visualization and hands-on exploration of physical phenomena.
4) Evaluation Phase: A rigorous assessment methodology is employed to measure the impact of the intervention. Pre- and post-assessments are conducted to analyze students’ learning gains, contrasting experimental and control groups, following established educational research practices.

Expected outcomes include significant improvements in students' ability to conceptualize and apply Maxwell’s equations, enhanced engagement with real-world technological applications of electromagnetism, and the development of transversal competencies such as teamwork, problem-solving, and technological proficiency. By addressing the course's conceptual and procedural demands, this initiative aligns with the Tec21 educational model, which emphasizes active learning and competency-based education. Furthermore, the project's potential extends beyond electromagnetism. Its methodology can be adapted to other physics and mathematics courses, such as mechanics, calculus, and differential equations, particularly those that require strong conceptual understanding and algorithmic skills. By leveraging technology and innovative pedagogical strategies, this project represents an incremental but impactful step toward transforming physics education and addressing long-standing learning challenges in STEM disciplines.

Keywords: Higher education, Tec21 Model, Interactive technology.