University-level project-based learning: a systematic analysis of applications and trends
DOI:
https://doi.org/10.5281/zenodo.23329762Keywords:
project-based learning, higher education, active learning methodologiesAbstract
Project-based learning is an active learning approach that connects university education with real-world problems and promotes student participation. This study aimed to systematically analyze the scientific evidence on its applications in higher education, its educational impacts, and implementation trends. A systematic review was conducted following the PRISMA 2020 guidelines. Searches were carried out between April and June 2026 in Scopus, Web of Science, and SciELO, covering publications in Spanish and English from 2016 to June 2026. A total of 110 records were identified, 40 duplicates were removed, and 70 documents were assessed in full text. After excluding 40 documents that did not meet the eligibility criteria, the final corpus comprised 29 scientific articles. The findings showed applications in engineering, health sciences, education, communication, and technology through interdisciplinary projects, product development, collaboration with businesses, and digital environments. Contributions to autonomy, creativity, communication, critical thinking, collaborative work, and professional preparation were identified. Trends included digitalization, sustainability, and engagement with industry. Challenges involved group coordination, assessment, time constraints, and instructor support. The review concluded that the benefits of project-based learning depended on adequate planning, ongoing guidance, equitable participation, and assessment aligned with the intended competencies.
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