With financing from the University of La Serena, collaborative initiatives were carried out.

Support of 30 million pesos was provided by the University of La Serena to finance 12 projects benefiting from the Innova Educa23 competitive funds, which implemented collaborative innovation and research initiatives between professors from the University of La Serena and professors from the Region of Coquimbo.

The resources come from the ULS 2095 Project and aim to promote academic and research work in the University's Pedagogy careers and promote improvements in the educational trajectories of schoolchildren in the area.

The Rector of the University of La Serena, Dr. Luperfina Rojas, highlighted that “through these projects we have promoted technological integration and innovation in educational processes, preparing our students to face the challenges of the 21st century. In addition, we have consolidated strategic alliances that will allow us to continue advancing in our mission of being a benchmark in educational innovation at a regional and national level.”

The Design major academic, José Manuel Aguayo, developed the project "Digital School Editorials for the 21st Century", together with the Bernardo O'Higgins School teacher, Esteban Hasbún. The latter stated that “my experience being a peer executor and researcher is extraordinary, since the students have been able to use ICT and digital tools in their own territorial research projects, facing literary, environmental and social problems, with the aim of contributing to regional knowledge production, pedagogical innovation and project-based learning.”

Dr. Patricia Pizarro, academic at the Department of Chemistry and responsible for the project “Use of Virtual Reality for the development of inquiry-based didactic sequences for first and second year students,” presented her vision from the university perspective and stated that “it was an enriching experience because it allowed us to bring our discipline to schools, but in a more concrete way (...) it is difficult for us to move on a more tangible level, we are always in the abstract, in the symbolic, so this experience allowed us that, with the use of technology and with a virtual reality that we were not used to, which was very striking for the children and also for the teachers of the school system.”