The subject of Electrical Circuits constitutes a core component in the education of engineers in fields such as electrical engineering, electronics, telecommunications, computing, mechatronics, and other related disciplines. Nevertheless, teaching this subject faces several educational challenges, including a heavy theoretical load, limited interaction between theory and practice, uneven levels of students’ prior knowledge, and inconsistencies in nomenclature among instructors. These factors negatively affect students’ academic performance and motivation, thereby limiting their meaningful understanding of the subject.

This paper presents a comprehensive proposal based on the design and implementation of structured teaching resources aligned with official curricular programs and grounded in the pedagogical strategy known as the Effective Learning Triangle (Triángulo del Aprendizaje Efectivo, TAE). This model integrates three interconnected phases: theory, simulation, and practical application, enabling an active, progressive, and contextualized learning sequence.

The developed materials include an interactive book, a static book, thematic presentations, virtual simulators, solved exercises, examinations with solutions, practical projects, formula guides, and assessment rubrics. A pilot test was conducted over two semesters in curricular courses of the subject at the Faculty of Engineering, UNAM, involving approximately 70 students. Preliminary results indicated improvements in academic performance, student motivation, and instructor satisfaction. While acknowledging limitations in quantitative systematization and the future need for comparative studies with control groups, this work provides replicable and transferable resources applicable to other engineering subjects. Future research efforts are proposed to statistically validate these findings and expand the reach of the pedagogical strategy presented.

It is considered that the systematic use of these resources, designed under an active pedagogical approach, positively impacts the effectiveness of the teaching-learning process and is associated with increased academic achievement. Additionally, limitations related to the need for enhanced quantitative systematization, inclusion of control groups, and technological adaptation were identified.

This proposal aims to complement existing bibliographic materials included in study programs with pedagogical resources that are more inclusive, replicable, and aligned with current educational demands, employing a strategy that can be transferred to other engineering science courses and represents a concrete pathway to strengthening engineering education through a learner-centered approach.

Keywords: Structured instructional resources, engineering education, virtual laboratories, academic performance, active learning strategies, TAE.