This study thoroughly examines the effectiveness of using MicroPython together with ESP8266 development boards as a support tool in the practical learning process of Mechatronics students. The primary objective was to implement dynamic and guided sessions that bridged theory and practice in a simple yet meaningful way. The study population consisted of 55 students from the third year of the Technical Baccalaureate in Mechatronics, class of 2024–2025, from groups “A” and “B” at Unidad Educativa Dayuma Kento, enrolled in the subject Microcontrolled Systems. The research adopted an experimental approach, assessing students’ learning before and after the practical sessions in order to accurately measure the progress achieved. A diagnostic test was applied prior to the intervention and a final test at the end of the experiment, which made it possible to objectively document the evolution of students’ knowledge in the subject. The analysis, carried out through descriptive statistics, Student’s t-test, and the Shapiro–Wilk test, revealed a significant improvement in the students’ average scores, which increased from 3.91 to 8.36 after applying the methodology, equivalent to a gain of 4.45 points. This progress was statistically supported, as the calculated t-value (12.65) exceeded the critical value of 1.67, with a significance level of 0.05. The results indicate that the integration of MicroPython and ESP8266 not only contributes to a better analytical and technical understanding, but also encourages students and teachers to participate more actively in the learning process. However, it is suggested that the research be expanded to include larger groups and that long- and short-term follow-ups be conducted to better understand the scope and sustainability of these types of educational strategies in technical schools.