Project-Based Learning as a Strategy for Developing Interdisciplinary Competencies.
DOI:
https://doi.org/10.70577/cieninter.v4i3.35Keywords:
Active learning, interdisciplinary approach, educational innovation, higher education, problem solving.Abstract
The objective of this research was to analyze Project-Based Learning (PBL) as a pedagogical strategy for the development of interdisciplinary competencies in higher education students. Using a mixed-methods approach and a non-experimental cross-sectional design, the study involved a sample of [N] students and [N] teachers who participated in integrative projects. Data collection instruments included a competency questionnaire (Cronbach's Alpha α=0.89) and semi-structured interviews with facilitators. Quantitative results revealed a significant increase (p<0.05) in the dimensions of conceptual integration and critical thinking following the intervention. Furthermore, the qualitative analysis highlighted that while PBL increases intrinsic motivation and collaboration, institutional challenges regarding the lack of teacher coordination time persist. It is concluded that PBL is an effective tool to overcome knowledge fragmentation, promoting a comprehensive education aligned with the demands of the current labor market, provided there is administrative support to facilitate interdisciplinary planning.
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Copyright (c) 2026 Daysy Raquel Valiente Valiente , Narcisa Lucia Huera Ortega , Erika Lissette Yanez Chaglla , Alexa Yajaira Gaibor Borj
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