This project has been carried out during the initial phase of the degrees at the Terrassa School of Industrial, Audiovisual and Aerospace Engineering (ESEIAAT) and has been developed with the main objective of improving academic performance in the first year of university, facilitating the transition to university, improving the learning process, generating an adequate teaching experience, and increasing students' motivation and satisfaction.

Two aspects have been identified that require improvement. The first focuses on the Initial Phases, where the final number of students who do not pass is higher than desired, with some students dropping out halfway and others failing to complete it within the maximum available time. The second aspect refers to academic performance, in which notable absenteeism in the classrooms and a lack of student motivation are added. A change in methodologies could help increase student motivation and reduce this behaviour.

The project we have been implementing for the past two years at ESEIAAT helps students with the transition to university. A set of tools has been designed for them, distributed across three stages (before, during, and after the first semester) to address all phases of the learning process (transition, learning, and application). All of this is accompanied by a methodological transformation in teaching that motivates, facilitates learning, and consequently increases the academic performance of first-year students.

This project aims to provide more intensive support mechanisms during the adaptation phase of students in the first semester of the first university year. At the same time, a training plan has been designed for tutors and mentors so that they can carry out their tasks in the most efficient way.

After its implementation in recent years in one of the degree programmes at ESEIAAT, it has been observed that the use of the tools is increasing, and that there is a clear correlation between the entrance grade, the level test scores, student performance, and the number of weekly study hours. A key point is the practical application of the knowledge acquired in an integrative project, with a level of difficulty in line with the content studied during the first semester. Its development clearly increases student motivation.

With all this, a work plan and methodological change is presented, aiming to improve academic performance in the ESEIAAT degrees (10 degrees with an intake of 700 students), by reducing the number of students marked as Not Passed in the initial phase and incorporating a methodological transformation of learning, thereby increasing the attractiveness of these degrees and student satisfaction with them.

Keywords: Educational innovation, autonomous, learning, academic performance, engineering, educational transition.