This paper presents a practical experience developed with four undergraduate students from technical backgrounds who participated in a 7-month collaboration programme focused on applied artificial intelligence. Each student worked on a specific research topic proposed by the academic supervisor, which was used as the basis for their final degree project (TFG) and also aimed to lead to joint conference and journal publications.

The programme involved a weekly meeting where each student presented their progress. These sessions promoted not only individual development, but also transparency and peer feedback. By listening to each other's updates, students became familiar with the work of their peers and shared suggestions and challenges. The estimated weekly time commitment was 15 hours per student, combining independent research, literature review, data analysis, and writing.

One of the key strengths of this initiative is its dual focus: preparing students both for a potential research career within the university and for future entry into the job market. Throughout the programme, students developed not only technical skills in AI, but also transversal competencies such as communication, critical thinking, time management and collaboration. This broader skill set increases their adaptability to academic and professional environments alike.

To ensure continuous support and quality supervision, several professors attended the weekly meetings to provide guidance and feedback. In addition, each student’s progress was documented through individual supervision reports, which complemented the direct interactions during the sessions.

The main goals of this study are to evaluate how students perceive their own learning, how they advanced in their objectives, and how useful they found the support received. For this purpose, we designed a short final survey including both Likert-scale and open questions, and we complement the responses with observations made during the meetings.

Preliminary results show that students valued the weekly meetings as useful spaces for keeping pace, solving doubts, and learning from each other. They reported improvements in their research, technical and organizational skills. The paper discusses the strengths of the programme, the difficulties faced, and recommendations to improve this kind of structured collaboration in other academic contexts.

Keywords: Student evaluation, Undergraduate research, Peer learning, Research supervision.