This research describes the experience of a pilot test applied to the instruction of a technological-pedagogical tool developed in Moodle so that high school students could learn to build competition robots under the guidance of university students. They carried out the community engagement work with 11 selected students from a public school in Ecuador, for which they provided the materials for its development. The methodological process was structured in seven phases: identification of needs through interviews with teachers and robotics club coordinators; comparative analysis of free educational platforms (Moodle, Chamilo, WordPress, Google Classroom) using a modified Likert scale; design of pedagogical guides using the PACIE methodology, integrating audiovisual resources, simulations and practical activities; implementation of the tool in Moodle, adapting the flipped classroom model; application of pilot tests with university and high school students, where the former acted as facilitators; and analysis of results through cognitive, attitudinal and academic performance metrics, complemented with qualitative feedback. The main finding was that the tool facilitates autonomous and collaborative learning, improves motivation, and promotes skill acquisition. Students were able to program microcontrollers, build differential robots, and apply them in a course. It is concluded that the integration of open platforms and active methodologies in the teaching of differential robotics is viable, replicable, and favors curricular updating.