SOLAREST turns corporate sustainability into a classroom challenge
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SOLAREST turns corporate sustainability into a classroom challenge

How can an industrial company move towards a more sustainable model without giving up innovation? This question provided the starting point for SOLAREST, an educational project in which students from CIFP N1 de Santander applied the content of the Sustainability Applied to the Productive Sector module to a business scenario. Within the framework of the Zinkers VET Programme promoted by Fundación Repsol, the students developed a Corporate Sustainability Plan for a fictitious company specialising in the design and manufacture of blinds and solar shading systems.

The proposal is based on a clear idea: sustainability should no longer be approached only from a theoretical perspective, but instead become a practical tool for analysing and transforming the way a company operates. To achieve this, the students examined SOLAREST’s context, identified its main stakeholders and analysed environmental, social and governance challenges.

Based on this assessment, the students defined measurable objectives, proposed improvement measures and established indicators to monitor results. The process was developed progressively throughout the academic year, following a structure similar to that of a real corporate sustainability plan and incorporating issues related to innovation and the circular economy.

The result made it possible to approach sustainability from a comprehensive perspective. In addition to addressing its environmental and social dimensions, students also incorporated economic, technological and ethical aspects by preparing objective and indicator tables, ESG analyses, infographics, life-cycle diagrams and a range of improvement proposals.

From the classroom to a blind capable of generating energy

The origins of SOLAREST are directly linked to content previously covered in class. As part of the module, students worked on a learning activity focused on solar photovoltaic energy, analysing how these systems operate and studying components such as panels, inverters, batteries, controllers, wiring and protection devices. The activity concluded with the design of a photovoltaic system for a specific installation, connecting sustainability with electricity, electronics and energy efficiency.

This learning experience later provided the basis for a brainstorming session aimed at imagining how an industrial company could evolve towards a more sustainable model. Among the ideas proposed was the possibility of integrating photovoltaic solar panels into solar shading systems, a concept that eventually shaped the development of a photovoltaic blind.

The Sustainability Plan therefore includes two particularly significant product lines. The first is SOLAREST EcoLine Bamboo, a blind made from renewable materials and designed according to ecodesign and circularity principles. The second is a pilot-stage photovoltaic blind, conceived to integrate renewable energy generation directly into solar shading systems.

For this latter proposal, the students also drew on existing technological references, including a demonstrator developed by Saule Technologies and a flexible organic photovoltaic (OPV) module developed by the Fraunhofer Institute for Solar Energy Systems ISE, linked to the integration of photovoltaic generation into solar shading elements.

A plan built through collaboration

Student participation shaped the entire development of SOLAREST. Following an initial joint phase of analysis and brainstorming, the students organised themselves into small groups, with each team taking responsibility for a specific section of the Sustainability Plan. This allowed them to explore different areas in greater depth while maintaining an overall view of the proposal.

The students took part in decision-making, information gathering, the definition of objectives and measures, and the creation of visual and communication materials. The project thus became a shared learning process in which each participant was able to contribute through their knowledge, interests and technical skills.

This methodology also helped develop transversal skills such as critical thinking, communication, organisation, teamwork, technical creativity, analytical ability and responsibility.

The main impact of SOLAREST is precisely educational. Through the project, students were able to understand sustainability as a professional competence closely linked to their future careers, while also working on content related to electronics, energy efficiency, sensor technology, automation and applied innovation.

The GIRO Project promotes a vision of VET based on innovation, equality and social impact
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The GIRO Project promotes a vision of VET based on innovation, equality and social impact

Centro Sagrado Corazón – Jesuitas Logroño has won first prize in the 5th edition of the VET Knowledge Transfer Awards, organised by FPEmpresa and Grupo Esprinet, thanks to the GIRO Project, an initiative that reflects a way of understanding Vocational Education and Training as a space where innovation starts with people and knowledge is placed at the service of society.

Beyond the recognition received, the project highlights a model of VET focused not only on acquiring technical skills, but also on developing professionals capable of identifying real needs, working collaboratively, applying critical thinking and using technology to improve people’s lives.

GIRO was not created as a direct response to a call for proposals or a competition, but rather from a simple yet transformative question: how can engineering help a person regain their quality of life? From this reflection, the students took on the challenge of designing technological solutions with a social impact, demonstrating that innovation reaches its true value when it responds to human needs.

The project was developed by students Itsaso, Laura, Lilu and Verónica, supported by their tutor and Head of the Maintenance and Machining Department, Javier González. However, its scope goes beyond the team itself, as it represents a way of learning in which students are no longer passive recipients of knowledge, but become the driving force behind real projects.

Equality is also built in the workshop

One of the most significant aspects of GIRO has been its ability to encourage reflection on the role of women in industrial VET programmes, professional fields that have traditionally been male-dominated for decades.

The school stresses that equal opportunities are not achieved simply by encouraging more female students to enrol, but also by transforming the role models they encounter when they enter a workshop. With this in mind, the Maintenance and Machining Department has worked in recent years to bring more female talent into its teaching team.

The department currently includes four female teachers and engineers working in technical modules and workshops, providing accessible role models for new generations and helping to break down stereotypes in the industrial sector.

The results are beginning to show. The number of female students enrolled in Mechanical Manufacturing and Installation and Maintenance programmes has progressively increased in recent academic years. In addition, during open days, many families said that discovering projects such as GIRO and seeing female students and teachers leading technological initiatives helped them view these professions as a genuine career option for their daughters.

GIRO is part of an educational strategy that began years ago with projects such as Mecanizado Femenino Plural, developed during the 2023–2024 academic year with the support of CaixaBank Dualiza. All these initiatives share the same objective: to demonstrate that talent, creativity and technical ability are not defined by gender.

The school is also building a new facility entirely dedicated to Vocational Education and Training, designed to meet the challenges of today’s industry and Industry 4.0. The building will include specialised workshops, refurbished classrooms and state-of-the-art technological equipment to further promote active methodologies and innovation projects.

The design also incorporates inclusive facilities, such as dedicated changing rooms for female students and teachers, reflecting the school’s commitment to creating environments prepared for the growing presence of women in industrial professions.

The GIRO Project is far from complete. For the next academic year, the school has submitted GIRO 2.0 to the CaixaBank Dualiza call for proposals. The new project will focus on developing a functional exoskeleton using advanced manufacturing and 3D printing technologies. This next phase will be carried out in collaboration with Sicnova 3D and the Spanish Association Against Cancer.

Through this journey, Centro Sagrado Corazón Jesuitas de Logroño reinforces a vision of Vocational Education and Training based on learning through real-world challenges, purpose-driven innovation, equal opportunities and collaboration with companies, social organisations and professionals. GIRO is not merely an award-winning project, but an expression of a VET model capable of training excellent professionals and people committed to building a fairer, more inclusive and more humane society.

VitiSensor concludes with an IoT solution to advance towards more sustainable viticulture
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VitiSensor concludes with an IoT solution to advance towards more sustainable viticulture

Salesianos Los Boscos has presented the final results of VitiSensor, an innovation project developed by students from Telecommunications vocational training programmes that has enabled the design, construction and implementation of a modular sensor system for smart vineyard monitoring.

The initiative, selected in the 9th Dualiza Grants Call, promoted by CaixaBank Dualiza and FPEmpresa, demonstrates how Vocational Education and Training can generate real technological solutions to address the challenges faced by strategic sectors such as the wine industry.

During the project, students developed an IoT system based on LoRaWAN communications, consisting of a central module and several peripheral modules capable of measuring agroclimatic and physiological variables in the vineyard. The collected information is transmitted in real time to a monitoring platform where the data can be viewed, stored and analysed to support decision-making in crop management.

As a result, the first VitiSensor system has already been installed in a vineyard in La Rioja, and four new agreements have been reached for future implementations, confirming the interest this technology has generated within the agricultural sector.

Open technology at the service of the vineyard

One of the project’s most notable achievements has been the launch of the VitiSensor Site, a web platform created to facilitate knowledge transfer and the replication of the initiative. It provides other educational institutions, teachers, students and professionals with access to all the technical documentation developed during the project.

The site includes information on the components used, electronic schematics, source code, 3D printing designs, IoT platform configuration, examples of data visualisation and teaching materials. In this way, VitiSensor goes beyond the boundaries of the school itself and becomes an open resource for promoting new innovation experiences.

In addition to its technological outcomes, the project has had a significant educational and dissemination impact. A total of 28 students took part directly in its development through Project-Based Learning (PBL) methodologies, working alongside companies and partner organisations in a real innovation environment. Around 150 additional participants were also reached indirectly through the dissemination activities carried out.

Throughout the project, two technical training sessions, six presentation events, workshops and talks were organised, as well as a technical visit to Finca La Grajera, run by the Institute of Grapevine and Wine Sciences (ICVV), and a demonstration session for farmers held at Bodegas Ondalán. More than 50 publications were also produced across media outlets, websites and social media.

During the final presentation, a live demonstration of the system was carried out, showing the complete process from data collection by the sensors to its transmission via LoRaWAN and its visualisation on the platform developed.

EzeSat takes off: IES Dr. Fernández Santana wins CanSat Extremadura and will represent the region at the national stage
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EzeSat takes off: IES Dr. Fernández Santana wins CanSat Extremadura and will represent the region at the national stage

A group of six students from IES Dr. Fernández Santana, a member school of FPEmpresa, has won first prize in the regional stage of CanSat Extremadura with EzeSat, a soft drink can-sized mini-satellite developed as part of the CanSat educational programme.

The initiative, promoted by the European Space Agency (ESA) through ESERO and coordinated in Extremadura by the Regional Government, aims to bring aerospace engineering closer to students through a real hands-on experience. Following this achievement, the team will represent Extremadura at the national stage of CanSat.

The team, made up of secondary and upper secondary education students, spent several months designing, building and validating their CanSat, taking responsibility for areas including programming, electronics, 3D design, communications and data analysis.

The entire system was developed by the team itself. They used an ESP32 microcontroller, environmental sensors to measure temperature and pressure, a LoRa communication system to transmit data in real time, a 3D-designed and printed structure, and a handmade parachute.

An aerospace engineering mission

EzeSat’s primary mission, which was successfully completed, involved measuring and transmitting atmospheric data during the device’s descent. This was complemented by a secondary mission designed by the team, focused on measuring additional variables to provide further scientific value to the project, as well as a third area of work involving the integration of an ultraviolet radiation sensor.

The project followed the stages of a real engineering process, from the initial design to the preparation of technical reports such as the PDR (Preliminary Design Review) and CDR (Critical Design Review). The team also carried out validation tests, structural adjustments and improvements to the fastening systems, wiring and parachute resistance.

Beyond the technical work, the project also stood out for the students’ initiative in organising fundraising activities, including raffles and charity hampers. Numerous local companies also contributed to making EzeSat possible, strengthening the relationship between the school and its local community.

The launch recently took place at Talavera la Real Air Base, where the team put its device to the test and presented its work before the jury. EzeSat was also the first CanSat to be launched from the rocket, marking the beginning of the mission round.

EzeSat has therefore become an example of the potential of project-based learning, demonstrating that science and technology, when approached through motivation and teamwork, can go beyond the classroom and become a transformative experience for students.

FPEmpresa showcases sustainable innovation in Spanish VET at SHU 2026
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FPEmpresa showcases sustainable innovation in Spanish VET at SHU 2026

FPEmpresa took part in the Social Hackathon Umbria 2026 (SHU 2026), held from 16 to 19 July in Cascia, Italy, as part of the international activities linked to the European ENNEPlus project. The Association participated in the event with the aim of continuing to promote the involvement of Spanish Vocational Education and Training in European spaces for innovation, sustainability and digital transformation.

Social Hackathon Umbria is an international event that brings together young people, teachers, mentors, experts and organisations from different countries to develop digital solutions with social impact. The 2026 edition focused on the co-creation of innovative projects linked to the Sustainable Development Goals and included hackathons, workshops, laboratories, cultural activities and opportunities for exchange among participants.

The event was organised by European Grants International Academy (EGInA), in collaboration with Crowddreaming Hackademy Lab Foligno 4D and Screeen 2 Soul. Over four days, Cascia became a European space for learning and experimentation, where technology, creativity and collaborative work were applied to social and environmental challenges.

The initiative enabled Vocational Education and Training teams from several countries to work on eco-innovative solutions related to sustainability, digitalisation and entrepreneurship, connecting classroom learning with real-world challenges. In this context, SHU 2026 hosted a presentation session featuring the winners of the national Eco-Digithons held within the ENNEPlus project, with proposals from different European countries. Spain was represented by IES Francisco de Quevedo in Madrid, which took part with its PlastiScore Verified project, winner of the Spanish Eco-Digithon organised by FPEmpresa and Innogestiona Ambiental.

Spanish VET in a European space for social innovation

In addition to the presentation of the winning teams, the programme included the ENNEPlus International Round Table, a space for reflection and collaborative work where participants shared experiences, lessons learned and results related to the Eco-Digithon methodology, social incubation and cooperation between Vocational Education and Training institutions, organisations, companies and local stakeholders.

SHU 2026 also featured the Cascia Peace Village, a parallel programme of activities focused on peace, dialogue and coexistence. This space brought together workshops, performances, exhibitions and activities open to the public, reinforcing the event’s social and community-oriented nature.

For FPEmpresa, participation in Social Hackathon Umbria represents an opportunity to showcase the talent of Spanish Vocational Education and Training in an international context and to strengthen the role of VET institutions as agents capable of generating innovative solutions to today’s environmental and social challenges.

The ENNEPlus project and the Eco-Digithon methodology demonstrate how Vocational Education and Training can become a space for experimentation, entrepreneurship and applied innovation. Through initiatives of this kind, students not only develop technical and digital skills, but also competences related to teamwork, communication, sustainability and solving real-world problems.

Sensors, data and sustainability: inside Instituto Nebrija de FP’s Green Campus
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Sensors, data and sustainability: inside Instituto Nebrija de FP’s Green Campus

In an educational institution, many everyday decisions go unnoticed: when the lights are switched on, how heating and cooling systems are used, what happens with classroom ventilation, or how much energy is consumed throughout the day. Green Campus, a project developed by Instituto Nebrija de FP in Madrid, starts from precisely this familiar reality and turns the school itself into a smart environment capable of measuring, analysing and improving its environmental impact.

The proposal achieved fourth place in the second edition of the Spanish Eco-Digithon (promoted by FPEmpresa and Innogestiona Ambiental), receiving a €300 prize for equipment for the school. Green Campus proposes transforming a traditional educational institution into a Smart Campus, where technology is used to support energy efficiency, environmental awareness and the participation of the entire educational community.

Far from being limited to a theoretical exercise, the project is conceived as a collaborative digital ecosystem. Its aim is to measure real variables from the school’s daily activity — such as temperature, humidity, CO₂ levels and electricity consumption — in order to generate useful information and encourage more responsible decision-making in classrooms and shared spaces.

To achieve this, the system relies on an infrastructure of sensors connected through the Internet of Things (IoT) and distributed throughout the facilities. These devices collect environmental and energy data, which are then processed through servers, databases and management tools. The information is displayed on browser-accessible dashboards where users can view graphs and indicators showing the school’s environmental performance.

One of the most notable aspects of Green Campus is that the information does not remain confined to the technical sphere. The project also includes a mobile application that allows users to check real-time metrics and receive alerts when anomalies or unjustified consumption peaks are detected. In this way, data becomes a tool for making decisions about the use of heating and cooling systems, lighting and ventilation, enabling students and teachers to take an active role in improving their environment.

The project’s cross-disciplinary nature is another of its major strengths. 24 students from different VET programmes have taken part in Green Campus: ASIR students were responsible for hardware, networks, servers and security; DAW students developed the API, web portal and dashboards; DAM students focused on the mobile application; and Marketing and Advertising students worked on the project identity, communication, media plan and presentation event. The entire initiative was coordinated by a team of five teachers and supervised by the school’s academic management team.

The initiative is aligned with several Sustainable Development Goals of the 2030 Agenda, including affordable and clean energy, climate action, responsible consumption, sustainable cities and the responsible use of water. One of its objectives is to achieve a real reduction of at least 10% in the school’s energy consumption through monitoring and data analysis.

In addition to its direct application at Instituto Nebrija de FP, Green Campus has been designed with transferability in mind. Its technical architecture is intended to be adapted to other educational institutions or municipal buildings with only minor adjustments, and the project also plans to publish its source code and documentation under an open licence, making it easier for the educational community to reuse and adapt the solution.

The 10th Dualiza Grants Call selects Spain’s 40 most innovative VET projects and will provide more than half a million euros in funding for the first time
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The 10th Dualiza Grants Call selects Spain’s 40 most innovative VET projects and will provide more than half a million euros in funding for the first time

  • The call will provide €511,839 to support the development of 40 VET projects, the highest amount in its ten editions.
  • The projects will involve 2,541 students, 264 teachers and 70 partner organisations, with 68 VET institutions receiving financial support.
  • Artificial intelligence, drones, accessibility, the circular economy, smart industry and sustainability are among the main trends in this edition.

The 10th Dualiza Grants Call, promoted by CaixaBank Dualiza and the Association of Vocational Education and Training Centres FPEmpresa, with the collaboration of Fundación Deloitte, has selected the 40 most innovative VET projects in Spain, which will receive financial support for their development during the 2026–2027 academic year. This edition has once again broken records in both participation and funding, exceeding half a million euros allocated to project support for the first time and becoming the most ambitious edition in the programme’s history.

The full list of selected projects is available at www.caixabankdualiza.es.

The projects are led by 40 coordinating institutions, together with a further 28 participating institutions, bringing the total number of Vocational Education and Training institutions receiving financial support to 68, ten more than in the previous academic year. Altogether, the selected initiatives involve 2,541 students, including 299 enrolled in Intensive Dual VET, and 264 teachers, reinforcing the role of Vocational Education and Training as a driver of applied innovation and as a source of solutions to the challenges faced by productive sectors.

Trends: AI, smart industry, sustainability, accessibility and new circular economy solutions

Thematic diversity is once again one of the most notable features of the call. The selected projects show how Vocational Education and Training is incorporating emerging technologies and developing applied solutions to address challenges related to the green transition, digital transformation, accessibility and the improvement of production processes.

Artificial Intelligence applied to industry, health and accessibility

AI is playing an increasingly prominent role in this edition. The selected projects include industrial quality control systems using computer vision and 5G, platforms to support the interpretation of clinical analyses, tools to adapt administrative documentation into accessible formats, and intelligent voice solutions designed to improve digital accessibility. Other noteworthy initiatives combine AI with IoT, predictive modelling or digital twins to optimise production and construction processes.

Industry 5.0, automation and digital twins

The digital transformation of industrial environments is present in numerous projects. These include autonomous infrastructure inspection systems using mobile robotics, digital twin-based learning environments, smart inventory management systems using RFID, connectivity platforms for emergencies powered by renewable energy, and advanced solutions for digitising manufacturing and quality control processes.

Sustainability, circular economy and new materials

Sustainability continues to consolidate its position as one of the main areas of work. The selected projects include the development of construction materials made from waste, bio-resins produced from renewable raw materials, systems for compacting and reusing industrial waste, biodegradable substrates for hydroponic crops, and new applications aimed at making use of agricultural and food by-products. There are also initiatives focused on transforming agricultural surpluses into new value-added food products.

Environment, biodiversity and smart monitoring

Another major trend is the use of technology to understand and protect the environment. The projects range from environmental monitoring and water quality control systems to ecological restoration initiatives, soil health monitoring, green infrastructure for sustainable water management and atmospheric analysis platforms for assessing environmental impacts.

Drones and new observation technologies

Drones continue to gain prominence as both an educational and technological tool. The selected initiatives include developments related to environmental restoration through aerial seeding, devices designed to facilitate safe take-off and landing operations, and systems for capturing and analysing environmental data using instrumented aerial platforms.

Health, well-being and assistive technology

The call also includes projects focused on healthcare and social care, with initiatives centred on the development of clinical simulators, devices for monitoring physiological parameters, applied research into biomarkers and gut microbiota, and personalised orthopaedic solutions manufactured using 3D printing technologies.

Overall, the selected projects cover a broad range of vocational fields, with particular prominence given to Electricity and Electronics, Information Technology and Communications, Mechanical Manufacturing, Agriculture, Sociocultural and Community Services, and Healthcare, reflecting the growing connection between Vocational Education and Training, technological innovation and the sustainability challenges faced by companies and public administrations.

Among the 40 selected projects, 11 are collaborative network initiatives, which together receive €247,200 in funding and continue to strengthen cooperation between educational institutions in order to develop shared solutions to common challenges. The projects also involve 70 partner organisations, including companies, associations, public administrations and social organisations. In fact, more than 10% of the selected projects stem from a specific need identified by a company.

In selecting the projects, the evaluation committee placed particular emphasis on the innovative and applicable nature of the proposals, their transferability, the diversity of stakeholders involved and their social impact. The long-term sustainability of the initiatives, the quality of their work plans and their contribution to the Sustainable Development Goals were also taken into account.

In this context, Paula San Luis, Director of CaixaBank Dualiza, highlighted “the growing importance of the call as a tool for supporting teachers and educational institutions; an importance reflected in the fact that one in ten VET institutions across Spain has submitted a project to take part, and that a large proportion of these projects respond directly to the needs of companies”.

For his part, Luis García, President of FPEmpresa, stressed that this tenth edition once again demonstrates that “VET institutions are spaces for talent, innovation and responses to the challenges of their surroundings. Through this call, we want to continue supporting them so that their ideas can become real projects with an impact on students and the productive sector”.

The Dualiza Grants Call is therefore consolidating its position as one of the main drivers of support for innovation in Spanish Vocational Education and Training. Over its ten editions, it has promoted more than 340 educational initiatives and has already distributed close to €4 million to support projects developed by VET institutions across the country.

FPEmpresa takes part in the presentation of a study on the role of VET in innovation in Spain
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FPEmpresa takes part in the presentation of a study on the role of VET in innovation in Spain

FPEmpresa took part in the presentation of the study “The Vocational Education and Training System and Innovation in Spain”, a research project promoted by Fundación CaixaBank Dualiza and Fundación Cotec for Innovation that analyses the role of VET as an innovation agent, its contribution to the productive and social fabric, and the challenges that remain in achieving greater recognition within Spain’s R&D&I system.

The event was held on 2 July 2026 at CaixaBank All in One Plaza de Colón in Madrid and brought together more than 100 representatives from companies, public administrations and educational institutions. Representing FPEmpresa was Sergio San Martín, Secretary of the Association and Director of Innovation at Centro de Formación Somorrostro, who took part in a round table focused on how Vocational Education and Training drives innovation through educational institutions, companies and local territories.

FPEmpresa’s participation in the event reinforces the Association’s commitment to raising the profile of VET as a key player in applied innovation. FPEmpresa also contributed to the development of the study, which was based on a survey of 258 Vocational Education and Training institutions across Spain, together with 29 in-depth interviews, four focus groups and an analysis of more than 50 scientific publications.

The report shows that Vocational Education and Training has been contributing to innovation in companies, particularly SMEs, for decades through knowledge transfer, the development of applied solutions and the incorporation of skilled talent. However, it also points out that this contribution continues to receive limited recognition within R&D&I policies and structures.

VET innovation driven by schools, companies and local communities

The event opened with contributions from Tomás Muniesa, Chairman of Fundación CaixaBank Dualiza and CaixaBank, and Cristina Garmendia, President of Fundación Cotec for Innovation, who highlighted the need to recognise the role of Vocational Education and Training within the innovation system.

During the event, Mónica Moso, Head of the Knowledge and Innovation Centre at Fundación CaixaBank Dualiza, and Ainara Zubillaga, Director of Education at Fundación Cotec, presented the study’s main conclusions. This was followed by a round table moderated by Miguel Massigoge Galbis, CEO of Possible Lab, featuring Sergio San Martín, representing FPEmpresa; Juan Campaño, from O Forno Garden; and María Elena Sanz Ibarra, Director General of People, Organisation and Culture at Atlantic Copper.

The study highlights that innovation in VET institutions often stems from the leadership of management teams, the commitment of teachers and the experience accumulated through previous projects. It also points out that innovation is more effective when it is no longer treated as an isolated activity and instead becomes integrated into the institution’s strategy through defined plans, long-term projects and specific coordination roles.

Another key aspect highlighted in the report is the direct connection between Vocational Education and Training and the productive sector. Dual VET, collaborative projects, work-based learning and cooperation programmes with companies allow the knowledge generated in educational institutions to be applied directly to production processes. In this context, VET students and graduates become a key channel for introducing up-to-date technical knowledge, identifying inefficiencies and proposing organisational and technological improvements.

The report also sets out a roadmap to strengthen the role of Vocational Education and Training within the innovation system. Its main proposals include formally recognising VET as an actor within the R&D&I system, developing strategic innovation plans, ensuring stable funding, evaluating results and increasing the participation of VET institutions in decision-making and governance structures.

The event concluded with contributions from Esther Monterrubio, Secretary General for Vocational Education and Training at the Ministry of Education, Vocational Training and Sports, and Juan Cruz Cigudosa, Secretary of State for Science, Innovation and Universities, who highlighted the strategic role of VET within the R&D&I system.

CIFP Nº1 de Santander wins the Higher VET Zinkers Award with its SOLAREST project
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CIFP Nº1 de Santander wins the Higher VET Zinkers Award with its SOLAREST project

Centro Integrado de Formación Profesional Nº1 de Santander, a member school of FPEmpresa, has been named overall winner in the Higher Vocational Education and Training category at the 5th edition of the Zinkers Awards (the 1st edition to include VET), promoted by Fundación Repsol. The award recognised its project SOLAREST: Corporate Sustainability Plan, a proposal that integrates sustainability into an industrial company operating in the solar shading sector.

The 2026 Zinkers Awards ceremony was held at the Círculo de Bellas Artes in Madrid and brought together representatives from the education and institutional sectors to recognise schools’ commitment to innovation, sustainability and the energy transition. This year, the awards introduced new categories for Intermediate and Higher Vocational Education and Training, further strengthening the presence of VET within the Zinkers educational programmes.

The winning project from CIFP Nº1 de Santander presented a corporate sustainability plan based on the circular economy, energy efficiency and the use of sustainable materials. The proposal also included the development of photovoltaic blinds capable of generating renewable energy, alongside measures related to employee well-being, ethical governance and the definition of measurable objectives to ensure real long-term impact.

Each overall winning school received €15,000 to develop an educational innovation project at its facilities. In the field of Vocational Education and Training, IES Lacimurga Constantia Iulia, located in Navalvillar de Pela, Badajoz, was also named overall winner in the Intermediate VET category for its Olive-Circular Hub project, focused on designing a corporate sustainability plan applicable to the olive oil sector.

The overall awards were presented by Abelardo de la Rosa, Secretary of State for Education, and Esther Monterrubio, Secretary General for Vocational Education and Training at the Ministry of Education.

Member schools bringing sustainability into the classroom

In addition to the overall award won by CIFP Nº1 de Santander, other FPEmpresa member schools were also recognised in this edition with a €2,500 prize to carry out an educational innovation project and an activity with the winning students.

In the Intermediate Vocational Education and Training category, the recognised member school was EFA El Soto, in Chauchina, Granada. In the Higher Vocational Education and Training category, the awarded member schools were IES Hermanos Machado, in Dos Hermanas, Seville, and IES Azuer, in Manzanares, Ciudad Real.

During the opening of the event, António Calçada, CEO of Fundación Repsol, congratulated all the participating schools and placed particular emphasis on the role of teachers in preparing the projects. “The Zinkers Awards are much more than a recognition; they are a celebration of the transformative power of education and a way of thanking teachers for your commitment,” he said.

Calçada also highlighted that more and more young people have the opportunity to engage with some of the major challenges that will define the 21st century, such as energy, sustainability, climate change, innovation and technological transformation. In this regard, he praised the work of teachers in bringing these conversations into the classroom “with rigour, knowledge and critical thinking”.

One of the highlights of the event was the participation of Jon Hernández, science communicator and artificial intelligence expert, who delivered the talk “The Greatest Educational Revolution in Hist-AI-ry”, focused on the impact of artificial intelligence on learning and the education system.

The Zinkers Awards are part of Fundación Repsol’s commitment to education in energy and sustainability. To be eligible for these awards, participating schools were required to demonstrate the knowledge acquired throughout the academic year by implementing the Zinkers programmes in the classroom, highlighting their commitment to environmental education and sustainable development.

The entries were assessed by a committee of experts in education, pedagogy and sustainability, which reviewed the projects and statements prepared by the students, including learning outcomes, commitments and proposed actions aimed at contributing to a more sustainable planet and generating a positive impact on a global scale.

Zinkers is an educational initiative promoted by Fundación Repsol that provides digital curricular resources for Primary, Secondary and Vocational Education and Training. In the case of VET, FPEmpresa collaborates in the dissemination of the Zinkers VET platform, which provides teachers with content designed to bring students closer to the major challenges of the future through knowledge, academic rigour and practical classroom application.

Zinkers currently has nearly 8,000 participating Primary, Secondary and Vocational Education and Training schools, more than 12,300 registered teachers and over 300,000 students across Spain.

From a neighbourhood walk to a smart model: how Arganzuela Conectada was born
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From a neighbourhood walk to a smart model: how Arganzuela Conectada was born

Before programming sensors, designing a model or sending data to the cloud, the team from Salesianos Atocha in Madrid took to the streets. Arganzuela Conectada, which placed second in the second edition of the Spanish Eco-Digithon (promoted by FPEmpresa and Innogestiona Ambiental), was born from observing the surrounding area and asking what problems affect everyday life in Madrid’s Arganzuela district.

“Our project began by going out into the streets and speaking with local residents about the real problems affecting the neighbourhood. Among the issues we identified were litter pollution, noise pollution and the loss of green spaces,” the team explains.

Based on this direct contact with the reality of the local environment, the students began developing a proposal based on Internet of Things (IoT) technologies to monitor environmental and urban variables such as temperature, humidity, air quality, noise levels and the use of certain public spaces. The aim was not only to measure these factors, but to turn the data into useful information that could help improve life in the neighbourhood.

The project takes shape in a scale model representing different areas of Arganzuela, such as parks, squares and traffic zones. Different sensor nodes are distributed throughout the model, collecting environmental information and sending it to digital platforms where the data can be visualised and analysed.

Listening to the neighbourhood before designing the solution

One of the key moments in the process was the collaboration with the Pasillo Verde Neighbourhood Association, with whom the students took part in a route through the district to identify real needs.

This social perspective is what sets Arganzuela Conectada apart from a purely technological proposal. The sensors and the scale model are tools, but the starting point is the community. The aim is for the information collected to help guide decisions and support specific improvements.

“All this data is collected and sent to a cloud platform so that local residents and the City Council can make future decisions and promote the changes needed to achieve a more sustainable environment,” the team explains.

The project was developed in an interdisciplinary way within the school. Students organised themselves into groups to take responsibility for different parts of the system, from electronics and programming to the construction of the scale model and the final presentation. Throughout the process, they had to face both technical and organisational challenges, while also seeing first-hand how their knowledge could be applied to real situations in their local environment.

Arganzuela Conectada therefore reflects the spirit of the Eco-Digithon: using technology and digital innovation to address social and environmental challenges through Vocational Education and Training. In this case, the project demonstrates how relatively simple solutions can help raise public awareness, make urban data easier to understand and open up new forms of participation between educational institutions, local communities and public authorities.

Beyond the recognition received, which includes €750 in equipment for the school, the project is designed to be scalable and replicable. Its approach could be adapted to other neighbourhoods or cities seeking to monitor environmental variables and make decisions based on real data.

With Arganzuela Conectada, the Salesianos Atocha team has demonstrated that VET can look at its surroundings, identify a local problem and turn it into a technological solution with social impact. Because sometimes innovation begins simply by going out into the streets, listening to the neighbourhood and transforming that information into an opportunity for improvement.