Steam as a teaching strategy for strengthening research skills in first-year students at UNAD

University life at UNAD poses a significant challenge for first-year students, who must adapt to the pedagogical model, characterized by autonomy, independent learning, and research as a cross-cutting theme. In this context, he CIPAS (Communities of Academic and Social Interaction and Participation) of the courses Introduction to Electronic Engineering and Logical and Mathematical Thinking courses are projected as strategic settings not only for the acquisition of basic content but also for the development of initial research skills that are essential for academic success and student retention. This document presents a pedagogical proposal that seeks to consolidate CIPAS (Centers for Research in Electronic Engineering) as spaces for formative research by integrating the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach. Unlike other work carried out at the university, this proposal does not focus on research incubators or advanced courses, but rather on the initial training spaces, where students face greater adaptation challenges and require close support. The proposal is based on a qualitative, descriptive, and proactive approach, based on three pillars: a theoretical review of research competencies and STEAM, a projected analysis of CIPAS as research settings, and a pedagogical reflection based on teaching practice in hybrid environments. The value of the proposal lies in considering CIPAS as hybrid formative research laboratories that transcend their academic support function and become spaces for exploration, creativity, and interdisciplinarity. Although it has not yet been implemented, its development is expected to strengthen students' motivation for research, foster their retention at the university, and contribute to the development of critical, autonomous, and creative professionals, fully consistent with the UNAD pedagogical model.