Implementing action research in MART: a multidisciplinary educational innovation project for continuous learning and community engagement

Abstract

In this study we present the implementation of Action Research (AR) within Malaga Racing Team (MART) al the University of Malaga (UMA); initially launched as a multidisciplinary project to participate in Formula Student (FS). Founded in 2016 by a small group of engineering students, MART has evolved into an innovative educational initiative, now involving eighty students from over twenty different undergraduate and graduate programs. MART'S mission extends beyond vehicle development; it encompasses educational, social, and research initiatives aimed at fostering technical skills, promoting social responsibility, and encouraging interdisciplinary collaboration among students. The primary aim of the study is to show how AR has facilitated and guided MART'S progress and achievements, addressing the dual objectives of experiential learning and community engagement. AR, recognised for its iterative and participatory nature, is particularly suited for projects that integrate technical and educational objectives. This approach allows MART to systematically progress through cycles of planning, action, observation, and reflection, facilitating continuous improvement and problem-solving. Through AR. MART has achieved significant milestones, including transitioning from combustion to electric vehicle technology and developing programs such as MART Academy, MART Social. MART Academy School or MART Research. These programs provide specialised training for students, drive social impact through outreach initiatives, contribute to the local community, particularly by promoting STEAM vocations among younger audiences, and facilitates knowledge dissemination and academic contributions. The results demonstrate the effectiveness of AR in enhancing MART'S technical performance and educational impact. Structured cycles have enabled MART lo improve both vehicle design and interdisciplinary skill development, leading to notable placements in FS competitions. Additionally, MART'S social initiatives, supported by the AR framework, have positively impacted the community, aligning with the United Nations' Sustainable Development Goals (SDGs) in education and innovation. The discussion addresses how AR has assisted MART in overcoming challenges related lo interdisciplinary coordination and resource management. Coordination among students from various disciplines, including engineering, business, and communication, was facilitated through structured feedback mechanisms and regular team meetings, fostering a collaborative culture. Despite resource limitations, particularly during the transition lo electric vehicle technology, MART managed to adapt and grow by establishing partnerships and refining its sponsorship strategies. This study affirms the potential of AR as an approach for educational innovation in multidisciplinary settings. The iterative cycles of AR have allowed MART to balance technical success with social responsibility, setting a benchmark for other educational initiatives. The findings underscore the value of continuous reflection and adaptation in managing complex projects and suggest that AR can serve as an effective approach for projects that aim to integrate technical, educational, and social goals. Future directions include expanding MART'S industry partnerships and further enhancing its training programs to address emerging technical challenges. The success of MART provides a replicable model for institutions seeking to create holistic educational experiences that prepare students for the complexities of modern engineering and social responsibility.