The current energy crisis in Latin America presents challenges that require professionals with high technical competence and social responsibility. This study presents a pedagogical experience implemented in the Electrical Engineering program at the Faculty of Engineering Sciences (FEC) of the Universidad Técnica Estatal de Quevedo (UTEQ), aimed at addressing energy demand through the integration of renewable energy sources. The methodological strategy employed is Collaborative Learning, promoting interdisciplinary work among the courses “Applications of Power Electronics, Automation and Industrial Communications, and Integration of Renewables in Power Grids.” Twenty students participated in this course, organized into five collaborative groups with the central objective of designing and proposing technical solutions to complement the energy supply of the FEC by incorporating renewable technologies and solar tracking systems into the electrical grid. This methodology enabled students to develop applied engineering competencies and engage in collective decision-making. The results demonstrate that Collaborative Learning facilitates the acquisition of skills such as communication, shared responsibility, and problem-solving through the collaborative methodological experience in education focused on sustainability and technological innovation.

Keywords: Collaborative Learning, Engineering Education, Renewable Energy, Energy Crises, Professional Competencies.