Abstract: The growing use of power converters connected to the grid motivates their study in power electronics courses and the prototype development in the degree final project (DFP). However, the practical realization of using state-of-the-art components and conversion techniques is complex due to the numerous multidisciplinary aspects that students must consider in its design and development and the workload associated with the DFP. An example of this is that, unlike a conventional power factor correction (PFC) design, the individual dedication of students to complete the design and validation of modern bridgeless PFC stages exceeds the number of credits of the DFP. The reason for this is that it includes system modeling, becoming familiar with the devices used, discrete selection, circuit design, control development, and programming, to build the converter and verify the operation of the complete system. To reinforce the individual skills needed for the DFP and reduce this time, a novel strategy is proposed. It allows the student to focus their efforts on integrating the individual skills achieved in the degree at the appropriate competence level during the modeling and construction of the power converter while carrying out part of the tasks out of the lab, if necessary, as was the case during the pandemic restrictions. For this, the rapid prototyping technique is introduced to speed up the overall design and speed up the tuning of digital controllers. This manuscript presents a teaching experience in which students build digitally controlled power converters using Texas Instruments microcontroller boards and PLECS®. The example of a bridgeless totem-pole power factor corrector is shown. Although it began to develop and was motivated due to the restrictions during the COVID-19 pandemic, the experience has been verified and is maintained over time, successfully consolidating.

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