Aprendizaje Basado en Proyectos como estrategia transformadora para el desarrollo de competencias transversales y la integración de la sostenibilidad en la educación en ingeniería
[EN] This study reports the results of a teaching innovation project carried out at the Universitat Politècnica de València during the 2023 2025 academic years, focused on implementing Project-Based Learning (PBL) in the course Dynamics of Mechanical Systems within the Master s Degree in Mechatroni...
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| Formato: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/231980 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/231980 |
| Access Level: | acceso abierto |
| Palavra-chave: | Project-based learning Transversal competences Education for sustainable development Environmental awareness Educational assessment Student participation Aprendizaje basado en proyectos Competencias transversales Educación para el desarrollo sostenible Conciencia medioambiental Innovación educativa Participación estudiantil |
| Resumo: | [EN] This study reports the results of a teaching innovation project carried out at the Universitat Politècnica de València during the 2023 2025 academic years, focused on implementing Project-Based Learning (PBL) in the course Dynamics of Mechanical Systems within the Master s Degree in Mechatronic Engineering. The intervention was structured around three projects addressing real-world problems in kinematics, dynamics and multibody systems, integrating sustainability criteria and fostering interdisciplinarity through the use of professional tools such as SolidWorks and Wolfram Mathematica. The main objective was to analyze the impact of PBL on the acquisition of transversal competences such as social and environmental responsibility, decision-making and teamwork and on the incorporation of the Sustainable Development Goals (SDGs) into engineering education. A mixedmethods approach combined surveys, focus group interviews, participant observation and academic performance analysis, complemented by an expanded qualitative interpretation that identifies emergent categories such as sense of purpose, situated interdisciplinarity and self-regulated learning. Findings reveal significant improvements in motivation, engagement and achievement, as well as greater critical awareness of sustainability and professional ethics. Despite challenges related to workload and the assessment of complex competences, the results confirm the effectiveness of PBL as an active and transferable strategy to foster meaningful and sustainable learning in higher education. |
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