Virtual learning modules for developing practical competences

Abstract

Introduction: Technical training in Automotive Electromechanics in Ecuador faces limitations due to a scarcity of physical resources and equipped workshops, which restricts the development of essential practical skills. Virtual learning modules with artificial intelligence tools are emerging as an innovative alternative for simulating automotive processes. Materials and methods: A mixed-methods study was conducted with a purposive sample of 20 students and 7 teachers from the third year of the Technical Baccalaureate program (specializing in Automotive Electromechanics) at the Raymundo Aveiga Educational Unit (Chone, Ecuador). Structured surveys (Likert scale), observation of 6 classes, and pre-test/post-test were administered to measure practical skills (engine diagnostics, electrical systems, workplace safety, environmental ethics). Results: 85.71% of the teachers believe that virtual modules strengthen practical skills; 71.42% report limited access to AI, and 71.42% report a lack of training. 85.71% of respondents positively valued the incorporation of technology, but identified insufficient infrastructure as the main challenge. The pre-test showed low approval levels (30-40% in engine and electrical system diagnostics). A five-stage methodology (diagnosis, virtual module design, definition of practical activities, evaluation and feedback, continuous improvement) was designed and validated through a post-test, raising approval levels to 80-90%. Discussion: The findings are consistent with previous studies on the effectiveness of virtual simulations for the theory-practice transition and the strengthening of job skills in technical environments with limited resources. Conclusions: Virtual learning modules with AI constitute an effective tool for developing practical skills, overcoming limitations of physical infrastructure and improving the preparation of future automotive technicians.