STEAM Adaptative for Rural Education - SAER Methodology to transform education through robotics: The positive impact of steam interventions on rural students with limited access to technology in Pangoa, Junín

This study explores the transformative effect of STEAM-based robotics interventions in rural communities with limited access to technology, using the STEAM Adaptative for Rural Education (SAER) methodology. Conducted in 2024, the project involved 492 primary and secondary school students from two schools in the district of Pangoa, Junín, Peru - I.E. 30671 Primaria Cubantia and I.E. Daniel Alcides Carrion. The participants, ranging from 4th to 6th grade primary students and secondary school students, were introduced to robotics through a hands-on, project-based approach facilitated by the SAER methodology. Students worked with Bot Bunny and Lunabot, both of which were chosen for their accessibility and suitability for firsttime learners. Notably, 100% of students successfully assembled the robots during the intervention, demonstrating high engagement and effective learning. The Bot Bunny, designed for ease of use, proved particularly effective as an introductory tool, offering an accessible entry point for children who had never interacted with technology. By integrating STEAM principles with experiential learning, collaborative teamwork, and gamification, the program fostered critical thinking, creativity, and problem-solving skills among students. This intervention highlights the significant impact of robotics in rural education, bridging the digital divide, and empowering students with essential skills for the future. The results emphasize the effectiveness of robotics education in fostering early STEM engagement, particularly in communities traditionally excluded from technological advancements, and showcase the potential of SAER as a replicable model for technology inclusion in rural education.