INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XI, November 2025  
Development and Evaluation of Innovative Car Air Conditioning  
Trainer  
Nomer P. Delos Reyes, Dexter P. Fulo, Dion Rey D. Aliangan, Giovanni A. Alviar, Robin V. Bello, Adrian  
Kylle S. Damian, David A. Iturralde, Grant Mivic Kleian A. Jacinto, Miko Bry R. Locson, Ralph B.  
Manada, Dante VI F. Orense, Chris John G. Penaflor, Acelle Jade H. Rafanot, Jake R. Reyes, and Ivan  
̃
̃
D. Salvador  
Bachelor of Science in Refrigeration and Air Conditioning Technology, College of Engineering and  
Technology, Zamboanga Peninsula Polytechnic State University  
DOI : https://doi.org/10.51583/IJLTEMAS.2025.1411000097  
Received: 07 December 2025; Accepted: 14 December 2025; Published: 22 December 2025  
ABSTRACT  
This study developed and evaluated the Innovative Car Air Conditioning Trainer as an instructional prototype  
designed to enhance technical-vocational education in refrigeration and air conditioning technology. Guided by  
a developmental research design, the project progressed through three phases: design, construction, and  
evaluation. The trainer was conceptualized to integrate electrical protection devices, subsystem isolation  
switches, and digital monitoring instruments, thereby simulating the operational dynamics of an automotive air  
conditioning system. Fabrication involved the assembly of mechanical and electrical subsystems to replicate  
real-world RAC operations, while evaluation was conducted by faculty experts from the Bachelor of Science  
in Refrigeration and Air Conditioning Technology and Bachelor in Industrial Technology major in Heating,  
Ventilation, and Air Conditioning Technology (BIndTech HVACRT) programs at Zamboanga Peninsula  
Polytechnic State University. Using a structured survey instrument and four-point Likert scale, results revealed  
high levels of acceptability in terms of design, functionality, and instructional relevance, with mean ratings  
ranging from 3.8 to 4.0. Findings confirm that the trainer effectively bridges theoretical knowledge with hands-  
on practice, aligns with TESDA competency standards, and supports modular learning and fault simulation for  
enhanced student engagement. The study concludes that the prototype is both acceptable and effective as an  
instructional tool, with potential for replication, scaling, and further innovation to strengthen competency-  
based technical-vocational education.  
Keywords: Innovative Car Air Conditioning Trainer, developmental research, refrigeration and air  
conditioning, instructional prototype, technical-vocational education  
INTRODUCTION  
Automotive air conditioning (AC) systems are indispensable for ensuring passenger comfort and driver safety,  
as they regulate cabin temperature, control humidity, and maintain air circulation. Beyond comfort, these  
systems contribute to road safety by reducing fatigue and enhancing driver concentration (Hidayat et al.,  
2023). Modern AC systems operate through thermodynamic processes such as vapor compression and heat  
exchange, and are increasingly integrated with electronic controls and microcontrollers managed by the  
vehicle’s Electronic Control Unit (ECU), ensuring precise and efficient performance (Arif et al., 2017).  
Despite the technological advancements in automotive AC systems, a critical gap persists in technical-  
vocational education, particularly in Refrigeration and Air Conditioning (RAC) Technology programs. While  
laboratory-based trainers have been shown to significantly improve student performance in technical courses,  
existing RAC laboratories lack specialized instructional equipment that simulates automotive AC systems. This  
absence limits students’ opportunities to bridge theoretical knowledge with practical application, thereby  
constraining their readiness for industry demands.  
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To address this gap, the present study introduces the Innovative Car Air Conditioning Trainer, a developmental  
prototype designed with an induction motor and functional controls to replicate the operational dynamics of  
automotive AC systems. The trainer provides a hands-on platform for Bachelor of Science in Refrigeration and  
Air Conditioning Technology (BSRACT) students to observe, manipulate, and evaluate system design and  
functionality. By integrating experiential learning into the curriculum, the trainer aims to enhance technical  
competencies, strengthen workforce readiness, and improve employability in the HVACR and automotive  
sectors.  
LITERATURE REVIEW  
Instructional materials and training devices are indispensable in technical-vocational education, particularly in  
refrigeration and air conditioning programs. Prior studies have consistently highlighted the challenges posed  
by inadequate laboratory equipment and instructional tools, which limit students’ ability to develop  
manipulative skills and apply theoretical concepts in practice (Bajet Jr. et al., 2014; Guzman et al., 2015).  
Prototype trainers have been shown to bridge this gap by providing tangible platforms for learners to visualize,  
simulate, and test system operations, thereby enhancing comprehension and skill acquisition (Chavez et al.,  
2022).  
The literature further underscores that instructional trainers are not merely supplementary but central to quality  
education. Their presence directly influences student performance, teaching effectiveness, and alignment with  
industry standards (Ramdi, 2020; Evangelista, 2020). Studies in industrial technology education emphasize  
that experiential learning through demonstrations, simulations, and trainer-based activities significantly  
improves outcomes compared to conventional lecture-based approaches (Purwanto et al., 2017; Siregar &  
Simatupang, 2020). Moreover, evaluation frameworks highlight the role of trainers not only as teaching aids  
but also as instruments for assessing instructional delivery and student competencies (Baral, 2015; Venkatesh,  
2014; Renta-Davids et al., 2016).  
Taken together, these findings reveal a consistent theme: instructional trainers are vital in bridging theoretical  
knowledge with practical application, fostering skill development, and ensuring workforce readiness.  
However, a notable gap remains in refrigeration and air conditioning laboratories, where no dedicated trainer  
exists for automotive air conditioning systems. Addressing this gap, the present study introduces the Innovative  
Car Air Conditioning Trainer, a developmental prototype integrating induction motor and motor control wiring  
to replicate the operational dynamics of automotive AC systems. Designed as an instructional material for  
technical-vocational education, the trainer aims to provide students with structured, hands-on learning  
opportunities, thereby enhancing their competencies, employability, and alignment with industry requirements.  
To systematically guide the research and development process, the study adopted an Input–Process–Output  
(IPO) framework. The inputs comprised the review of related literature and studies, refrigeration cycle  
components (compressor, condenser, evaporator, capillary tube, filter drier), electrical parts (induction motor,  
motor control wiring, electronic display), and fabrication tools. The process followed sequential stages: design  
(schematic diagrams and layouts), construction (assembly and integration of components), testing (efficiency,  
durability, and safety), and evaluation (acceptability in terms of design and functionality as assessed by faculty  
experts). The output was the prototype Innovative Car Air Conditioning Trainer, serving as a pedagogical  
device that bridges theory and practice in automotive air conditioning education.  
METHOD  
Research Design  
This study employed a developmental research design, which systematically integrates the processes of  
designing, constructing, and evaluating instructional innovations. Specifically, it focused on determining the  
level of acceptability of the Innovative Car Air Conditioning Trainer across four critical dimensions: design,  
functionality, and instructional relevance. The developmental approach was deemed most appropriate, as the  
primary objective was not only to produce a technically functional prototype but also to validate its  
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pedagogical utility in refrigeration and air conditioning (RAC/HVAC) technology education. Guided by a  
structured design framework, the study ensured that the trainer’s technical specifications were harmonized with  
instructional objectives and competency standards, thereby bridging theoretical knowledge with practical  
application. Through iterative evaluation and refinement, the research design facilitated both the validation of  
the trainer as an instructional device and the generation of empirical evidence supporting its effectiveness in  
enhancing student learning, faculty instruction, and industry readiness.  
Participants and Locale  
The evaluation phase was conducted at Zamboanga Peninsula Polytechnic State University (ZPPSU),  
specifically within the field of Refrigeration and Air Conditioning Technology (BSRACT) and Bachelor in  
Industrial Technology major in Heating, Ventilation, Air Conditioning, and Refrigeration Technology  
(BIndTech-HVART) programs. Faculty members specializing in refrigeration and air conditioning technology  
served as expert validators. Their professional expertise provided credible insights into the trainer’s  
instructional relevance, safety, and acceptability.  
The study was systematically implemented through three developmental phases to ensure rigor, functionality,  
and instructional relevance. In the Design Phase, the instructional framework and schematic diagrams—  
including wiring layouts—were conceptualized, while appropriate electrical and mechanical components such  
as safety breakers, magnetic contactors, digital thermostats, and indicator lights were carefully identified and  
aligned with TESDA competency standards in refrigeration and air conditioning servicing. The Construction  
Phase involved the fabrication of the prototype, integrating mechanical subsystems (compressor, evaporator,  
condenser fan) with electrical control and protection devices, alongside the installation of monitoring  
instruments (digital voltmeter, thermostat, indicator lights) to replicate real-world automotive AC operations,  
with emphasis on safety, durability, and usability for instructional purposes. Finally, the Evaluation Phase  
entailed the development and administration of a structured survey instrument to assess the trainer’s  
acceptability and effectiveness in terms of design, functionality, safety, and instructional relevance, using a  
four-point Likert scale to capture expert responses and applying descriptive statistics (mean and standard  
deviation) to interpret results and determine the overall level of acceptability.  
Ethical Considerations  
The study adhered to institutional research ethics protocols. Participation of faculty evaluators was voluntary,  
with informed consent secured prior to data collection. Confidentiality of responses was maintained, and the  
evaluation process was conducted with transparency and academic integrity.  
RESULTS AND DISCUSSION  
Designing and Development of the Innovative Car Air Conditioning Trainer  
Top View  
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Front View  
Side View  
Figure 1. Isometric View of the Innovative Car Air Conditioning Trainer  
The figure 2 presents the electrical schematic of the Innovative Car Air Conditioning Trainer, a pedagogical  
device designed to simulate the operational dynamics of an automotive air conditioning system. The wiring  
diagram integrates control, protection, and monitoring components to facilitate safe and interactive learning in  
technical-vocational education settings. It serves as a foundational reference for understanding the electrical  
interfacing of mechanical subsystems within the trainer.  
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Component Description and Functional Integration  
Legend No.  
Component  
Description and Instructional Role  
Provides overcurrent protection for the entire circuit. It ensures safe  
operation and allows learners to understand fault isolation and circuit  
protection principles.  
1
Safety Breaker  
Magnetic  
Contactor  
Acts as the main switching device for the compressor and fan motor. It  
introduces students to electromagnetic control and relay logic.  
2
3
4
5
6
7
8
9
Delivers regulated electrical energy to the trainer. It models real-world  
automotive battery or alternator systems.  
Power Supply  
Exhaust Fan  
Simulates heat dissipation in the condenser section. It reinforces airflow  
dynamics and thermal management concepts.  
Power  
Switch  
Supply Enables manual control of system activation. It supports basic switching  
theory and safety protocols.  
Digital  
Voltmeter  
Displays real-time voltage readings. It aids in diagnostics and electrical  
parameter monitoring.  
Digital  
Thermostat  
Regulates temperature thresholds within the evaporator section. It  
introduces learners to sensor-based control and feedback mechanisms.  
Signals system status (e.g., power ON, fault condition). It enhances visual  
feedback and troubleshooting exercises.  
Indicator Light  
Evaporator  
Switch  
Allows manual control of the evaporator fan. It supports subsystem  
isolation and targeted instruction.  
Thermostat  
Switch  
Enables or disables thermostat control. It facilitates comparative learning  
between manual and automated regulation.  
10  
11  
Indicator Light  
Secondary status indicator for specific subsystem activation  
The wiring diagram underscores the relevance of the developmental study by concretely operationalizing the  
instructional objectives of the Innovative Car Air Conditioning Trainer. It bridges theoretical knowledge with  
practical electrical applications, thereby strengthening the integration of classroom concepts and hands-on  
practice. The schematic is deliberately aligned with TESDA competency standards in refrigeration and air  
conditioning servicing and diagnostics, ensuring that the trainer addresses industry-recognized skills and  
qualifications. Its modular design supports flexible learning pathways, fault simulation, and targeted  
instructional strategies that enhance student engagement and mastery of technical competencies. Moreover, the  
diagram demonstrates the safe and effective incorporation of control and protection devices, reinforcing the  
importance of safety and reliability in automotive AC systems. Collectively, these features validate the trainer’s  
instructional design and substantiate its acceptability and effectiveness, as affirmed by expert evaluations from  
the faculty of the Bachelor of Science in Refrigeration and Air Conditioning Technology at Zamboanga  
Peninsula Polytechnic State University.  
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Figure 3. Mechanical Diagram  
The figure 3 illustrates the mechanical layout and operational flow of the prototype car air conditioning  
trainer. This schematic serves as a pedagogical tool designed to simulate the actual working conditions of an  
automotive air conditioning (AC) system, enabling students to visualize and interact with its core components.  
The diagram integrates mechanical and thermodynamic principles, highlighting the refrigerant cycle and the  
role of each component in heat exchange and air modulation.  
The diagram effectively illustrates the fundamental four-phase refrigeration cycle, which serves as the  
operational backbone of vapor-compression systems. In the compression phase, low-pressure refrigerant vapor  
is drawn into the compressor and mechanically compressed into a high-pressure, high-temperature vapor,  
thereby increasing its enthalpy and preparing it for heat rejection. This is followed by the condensation phase,  
wherein the high-pressure vapor passes through the condenser coils, releasing latent heat to the surrounding  
environment and undergoing a phase change into a high-pressure liquid. The expansion phase then occurs as  
the liquid refrigerant flows through the expansion valve or capillary tube, where a sudden pressure drop  
reduces its temperature and partially vaporizes the fluid, creating a low-pressure mixture. Finally, in the  
evaporation phase, this low-pressure refrigerant absorbs heat from the cabin or conditioned space as it  
circulates through the evaporator coil, thereby cooling the air while the refrigerant itself vaporizes back into a  
low-pressure gas, ready to re-enter the compressor. This cyclical process not only demonstrates the  
thermodynamic principles of heat transfer and phase change but also underscores the efficiency of vapor-  
compression systems in delivering controlled cooling for automotive and HVAC applications.  
Evaluation Results on Instructional Relevance  
Table 1. Instructional Relevance of the Innovative Car Air Conditioning Trainer in Terms of Design  
Statement  
Mean  
Description  
1. The trainer’s overall design is visually clear and professionally 3.75  
Highly Acceptable  
structured.  
2. The arrangement of components (motor, gauges, wiring) is  
3.45  
Highly Acceptable  
logically organized.  
3. The trainer’s dimensions and frame provide adequate stability and  
usability.  
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4. The materials used in construction are durable and appropriate for 3.50  
Highly Acceptable  
instructional use.  
5. The design facilitates easy access to individual parts for  
3.80  
Highly Acceptable  
demonstration and troubleshooting.  
3.60  
Highly Acceptable  
Grand Mean  
3.84  
Highly Acceptable  
Legend: 1.0-1.74- Not Acceptable; 1.75-2.49- Moderately Acceptable; 2.50- 3.24- Acceptable; 3.25-4.0-  
Highly Acceptable  
The evaluation of the Innovative Car Air Conditioning Trainer in terms of design yielded a grand mean of 3.84,  
interpreted as Highly Acceptable, signifying that its physical and structural attributes were regarded by  
evaluators as meeting high standards of instructional usability and technical soundness. The highest rating was  
recorded for the durability and appropriateness of materials used (Mean = 3.80), affirming the reliability of its  
construction for repeated instructional use. Likewise, the trainer’s overall design clarity and professional  
structure (Mean = 3.75) and its facilitation of easy access to individual parts for demonstration and  
troubleshooting (Mean = 3.60) were rated highly, underscoring its effectiveness in supporting hands-on  
learning and practical demonstrations. Slightly lower but still highly acceptable ratings were observed for the  
(Mean = logical arrangement of components 3.45) and the adequacy of dimensions and frame stability (Mean  
= 3.50), suggesting that while the trainer’s layout and proportions were generally effective, minor refinements  
in component organization and frame design could further enhance usability and instructional efficiency.  
Overall, the findings validate the trainer’s design as both pedagogically sound and technically robust,  
providing a safe, accessible, and durable platform for RAC/HVAC education. The consistently high  
acceptability ratings across indicators confirm its capacity to bridge theoretical instruction with practical  
demonstration, while iterative improvements in structural alignment and component arrangement may  
optimize its instructional value and replicability in broader educational contexts.  
Table 2. Instructional Relevance of the Innovative Car Air Conditioning Trainer in Terms of Functionality  
Statement  
Mean  
Description  
1. The trainer accurately simulates the performance of an automotive 4.0  
Highly Acceptable  
air conditioning system.  
2. The controls and indicators respond consistently during operation.  
3.8  
4.0  
Highly Acceptable  
Highly Acceptable  
3. The trainer enables effective testing and diagnosis of system  
performance.  
4. The wiring and electrical configuration function reliably during  
repeated use.  
3.8  
Highly Acceptable  
5. The trainer demonstrates refrigerant flow and pressure levels clearly  
through gauges.  
3.8  
Highly Acceptable  
Grand Mean  
3.88  
Highly Acceptable  
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Legend: 1.0-1.74- Not Acceptable; 1.75-2.49- Moderately Acceptable; 2.50- 3.24- Acceptable; 3.25-4.0-  
Highly Acceptable  
The assessment of the Innovative Car Air Conditioning Trainer in terms of functionality yielded a grand mean  
of 3.88, interpreted as Highly Acceptable. This outcome demonstrates that the trainer effectively fulfills its  
intended role as a simulator of automotive air conditioning systems, with evaluators recognizing its accuracy in  
replicating system performance (Mean = 4.0) and its capacity to support effective testing and diagnosis (Mean  
= 4.0). The trainer’s controls and indicators and wiring configuration were also rated highly acceptable (Mean  
= 3.8 each), reflecting consistent operational reliability during repeated use. Similarly, the clear demonstration  
of refrigerant flow and pressure levels through gauges (Mean = 3.8) affirms its instructional utility in  
visualizing key system processes. Collectively, these findings validate the trainer’s technical robustness and  
pedagogical relevance, confirming that it provides a dependable, interactive platform for competency-based  
learning in refrigeration and air conditioning education. While minor refinements in control responsiveness  
and electrical configuration could further optimize performance, the overall high acceptability underscores the  
trainer’s effectiveness as a functional instructional innovation.  
Table 3. Instructional Relevance of the Innovative Car Air Conditioning Trainer in Terms of Instructional  
Relevance  
Statement  
Mean  
Description  
1. The trainer effectively bridges theoretical concepts with practical 4.0  
Highly Acceptable  
applications.  
2. The trainer enhances students’ understanding of automotive air  
3.8  
4.0  
Highly Acceptable  
Highly Acceptable  
conditioning systems.  
3. The trainer supports faculty in delivering interactive and  
competency-based instruction.  
4. The trainer improves learners’ troubleshooting and diagnostic skills.  
5. The trainer contributes to preparing students for industry challenges  
and job readiness  
4.0  
Highly Acceptable  
Highly Acceptable  
Highly Acceptable  
3.8  
Grand Mean  
3.92  
Legend: 1.0-1.74- Not Acceptable; 1.75-2.49- Moderately Acceptable; 2.50- 3.24- Acceptable; 3.25-4.0-  
Highly Acceptable  
The evaluation of the Innovative Car Air Conditioning Trainer in terms of instructional relevance produced a  
grand mean of 3.92, which is interpreted as Highly Acceptable. This result highlights the trainer’s significant  
pedagogical value in effectively bridging theoretical knowledge with practical application in refrigeration and  
air conditioning (RAC/HVAC) education. The highest ratings (Mean = 4.0) were attributed to its ability to  
integrate theory with practice, support faculty in delivering interactive and competency-based instruction, and  
enhance learners’ troubleshooting and diagnostic skills, thereby affirming its role in strengthening problem-  
solving and technical competencies. Slightly lower but still highly acceptable ratings (Mean = 3.8) were noted  
for its contribution to deepening student understanding of automotive air conditioning systems and preparing  
learners for industry challenges and job readiness, suggesting that while the trainer is impactful, further  
refinement and broader evaluation could enhance its long-term employability outcomes. Overall, the findings  
confirm that the prototype serves as a pedagogically sound instructional model, enriching both student learning  
and faculty teaching practices. Its interactive, hands-on approach aligns with contemporary educational  
frameworks that emphasize experiential learning and competency development, with high acceptability across  
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all indicators validating its relevance as an instructional innovation. At the same time, the results point to  
opportunities for expanded testing, industry integration, and curriculum alignment to maximize its  
effectiveness in preparing graduates for professional practice in the HVACR sector.  
DISCUSSION  
The findings affirm that the trainer successfully operationalizes its instructional objectives by bridging  
theoretical knowledge with hands-on practice. The high acceptability ratings validate the prototype’s  
pedagogical value, demonstrating its effectiveness in simulating real-world automotive air conditioning  
systems.  
The trainer’s modular design, which allows subsystem isolation and fault simulation, was recognized as a  
significant innovation for technical-vocational education. This feature supports active learning strategies,  
enabling students to engage in diagnostic exercises and performance testing that mirror industry practices.  
Moreover, the integration of digital monitoring instruments (voltmeter and thermostat) provides learners with  
immediate feedback, reinforcing competencies in electrical diagnostics and sensor-based control systems.  
Alignment with TESDA competency standards further strengthens the trainer’s relevance, ensuring that  
graduates are industry-ready and capable of meeting national certification requirements. The positive  
evaluation from expert faculty underscores the trainer’s potential as a scalable instructional tool, suitable for  
replication in other institutions and adaptable for broader HVACR training applications.  
The results demonstrate that the Innovative Car Air Conditioning Trainer is both acceptable and effective as an  
instructional prototype. Its design and functionality not only meet academic and industry expectations but also  
contribute to sustainable and competency-based technical-vocational education. The trainer’s validated  
instructional design supports its integration into RAC curricula, thereby advancing innovation and skill  
development in the Zamboanga Peninsula and beyond.  
CONCLUSION  
The study successfully designed, constructed, and evaluated the Innovative Car Air Conditioning Trainer as a  
developmental instructional prototype for refrigeration and air conditioning technology education. The trainer  
demonstrated high levels of acceptability in terms of design, functionality, safety, and instructional relevance,  
as validated by expert faculty evaluators. Its integration of electrical protection devices, subsystem isolation  
switches, and digital monitoring instruments effectively bridged theoretical knowledge with practical  
application, thereby enhancing the pedagogical value of the prototype. The findings affirm that the trainer  
aligns with TESDA competency standards, supports modular and competency-based learning, and contributes  
to the advancement of technical-vocational education in the Zamboanga Peninsula.  
RECOMMENDATIONS  
Based on the study’s results and conclusions, several strategic recommendations are advanced to maximize the  
instructional and developmental value of the prototype trainer. First, instructional integration is encouraged by  
incorporating the trainer into laboratory courses in refrigeration and air conditioning technology to reinforce  
student competencies in diagnostics, system operation, and safety practices. Second, replication and scaling  
across technical-vocational institutions is recommended to broaden its instructional impact and promote  
standardized competency-based training nationwide. Third, should be pursued through the integration of  
advanced features such as microcontroller-based digital controls, automated fault simulation, and data logging  
capabilities to enrich the learning experience. Fourth, further research is necessary continuous improvement,  
particularly longitudinal studies to assess the trainer’s effectiveness in enhancing student performance and  
employability, alongside comparative analyses with traditional instructional methods. Finally, policy support  
from institutions and government agencies is vital to sustain innovation, ensure programmatic sustainability,  
and strengthen industry readiness within technical-vocational education.  
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Conflict of Interest Statement  
The authors declare that there are no conflicts of interest, whether financial, professional, or personal, that  
could have influenced the conduct, outcomes, or reporting of this study. The research was carried out  
independently, and all interpretations and conclusions are solely those of the authors.  
Funding Acknowledgment  
This study received no external funding from government agencies, private institutions, or industry partners.  
The development and evaluation of the Innovative Car Air Conditioning Trainer were undertaken as part of the  
academic and research initiatives of the Refrigeration and Air Conditioning Technology program at  
Zamboanga Peninsula Polytechnic State University (ZPPSU). All resources utilized in the project were  
institutionally supported and aligned with the program’s instructional and developmental objectives.  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XI, November 2025  
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