Student-Centered Instruction in Undergraduate Electromagnetics: A Three-Subject Experience Across Two Campuses

Electromagnetics courses are frequently perceived by undergraduate students as abstract and mathematically demanding, often resulting in low conceptual confidence and limited engagement. This paper reports a multi-course teaching experience conducted across three undergraduate electromagnetics-related subjects delivered at two campuses of the Universitat Politècnica de València, Spain. A coherent set of student-centered instructional strategies was progressively integrated into regular teaching sessions without modifying curricular content or increasing contact hours. Pre-course questionnaires were used to characterize students’ initial attitudes, expectations, and learning preferences, revealing consistently low conceptual confidence, high expected difficulty, and a strong demand for interactive and applied learning approaches. These findings directly informed the design of the instructional intervention. Post-course results indicate systematic improvements in students’ self-reported conceptual confidence, perceived applicability of electromagnetics content, and engagement across all courses and academic levels. The findings suggest that embedding lightweight but coherent student-centered strategies into standard electromagnetics instruction can significantly enhance students’ learning experience without disrupting existing curricular structures.