The low enrolment in undergraduate science, technology, engineering, and mathematics (STEM) degrees is a significant challenge for educational institutions worldwide. In 2022, according to Organization for Economic Cooperation and Development (OECD) data, the percentage of students enrolled in STEM degrees was on average about 35%, worldwide, and around 27% in Spain. These data explain the growing gap in STEM supply and demand job market. However, the challenge of increasing the enrolment in STEM careers goes beyond that just bridging that gap. The world's most pressing problems belong to STEM fields and demand curious individuals able to solve them.

The lack of interest in STEM careers today is influenced by a variety of factors, being a couple of them the fact that STEM curricula often fail to connect theoretical concepts to real-world applications, making subjects seem abstract and irrelevant and another one, the fact that some students view STEM as being less aligned with their creative or social interests. Misconceptions about the "hands-on" or "creative" aspects of STEM careers prevent them from exploring these fields further. In order to overcome these issues, we aim at contributing to the improvement of the STEM pedagogy by presenting real learning and teaching experience. It is the P5, which refers to the fifth subject in the examination that students in Germany are required to pass to be eligible to attend a university (Abitur). P5 is a significant part of the Abitur, and it is typically a project culminating in an oral presentation which allows the students to demonstrate their skill in practical an interactive setting compared to classical written exams. P5 is aimed at evaluating specific competences such as research skills, analytical ability, and verbal expression. In this learning and teaching methodology the teacher transitions form being a sole source of knowledge to acting as a guide and mentor, supporting students in their research and problem-solving efforts.

In this work we present in detail the way that the aforementioned methodology has been applied to the subject of physics. It consisted in the development of a prototype of lighting in-road warning system to visually indicate the suitability of the speed to the e-scooter drivers in certain dangerous points based on the Faraday's law of induction. Through the learning experience presented in this work it is illustrated in a detailed way how the student applies skills from different STEM fields such us programming Arduino, belonging to Technology and Engineering fields, or the prototype construction, belonging to Electronic & Mechatronic Engineering, the latest playing, moreover, an important role in product development. Additionally, it is also evidenced how during the whole project the required maths must be master in order the project to success. It is evidenced with this learning experience that the process of connecting theoretical concepts to real-world applications also requires creative skills, self-regulation and autonomy, that the student must develop since as mentioned before the role of the teacher is just a mentoring role. It is a real learning experience feasible to be implemented in secondary school in the Spanish educative system and could be adapted to be included in the first school year of STEM degrees to contribute to foster STEM careers.

Keywords: Learning experience, STEM, teaching learning methodology.