Development of a Sustainable Automated Irrigation System as a Learning Object

Abstract

School gardens face challenges in integrating technologies and pedagogical strategies, which limits the appropriation of knowledge related to automation, renewable energies, and sustainability. This study aimed to develop an automated and sustainable technological irrigation system that serves as a learning tool, facilitating knowledge acquisition in these areas within agricultural processes. The designed technological device functioned as an integrating element across various disciplines, including electronics, programming, electricity, mechanics, and agriculture, through the implementation of pedagogical strategies grounded in constructivism and project-based learning. The research followed a qualitative approach using a collaborative action-research methodology. The study population consisted of 15 high school students. The results, assessed through rubrics, demonstrated that students successfully met the established criteria, effectively acquiring key concepts in automation and sustainability while meaningfully integrating knowledge from multiple disciplines.