In recent years, the importance of audiovisual resources in education has continued to grow, demonstrating their potential to significantly enhance student motivation and autonomous learning capabilities. Moreover, the philosophy of the European Higher Education Area (EHEA) and its European Credit Transfer and Accumulation System (ECTS) are based on student workload rather than teaching hours delivered by instructors. This perspective underscores the growing relevance of self-directed learning, particularly in a context where in-person attendance in various degree programs is gradually decreasing.

Numerous previous studies have highlighted the positive impact of audiovisual materials in academic settings, particularly in the field of mathematics. Through various innovation projects, the authors of this study have developed an online platform providing audiovisual resources tailored to the mathematics courses they teach. One of the main objectives of this initiative has been to address common challenges such as student demotivation and the lack of adequate foundational mathematical training among many first-year university students.

Additionally, by exploring advanced strategies for integrating these resources into the teaching and learning process of university-level mathematics courses, the final phase of this project has examined the active participation of students in producing these materials. Furthermore, our research has identified the need to develop audiovisual resources specifically adapted to the requirements of newly admitted students. The implementation of these materials aims to bridge the knowledge gap before entering university, enabling students to reinforce their mathematical foundation at their own pace while providing them with flexible and continuous support throughout their academic journey.

In this study, we analyze the outcomes achieved through various teaching innovation projects focused on integrating these resources into mathematics courses across different degree programs at the University of Jaén. By examining their impact on the teaching and learning process, we demonstrate how these resources have contributed to improving students' understanding, engagement, and overall reception of the subject matter. Our findings highlight the effectiveness of audiovisual materials in supporting university-level mathematics education and provide valuable insights into best practices for their implementation in higher education contexts.

Keywords: Mathematics, self-learning, audiovisual resource, education.