Metodologías activas y aprendizaje basado en proyectos: experiencias en contextos universitarios latinoamericanos

In the current context of higher education, characterised by globalization and technological transformation, active methodologies and project-based learning (PBL) are established as innovative approaches that promote student engagement, meaningful learning, and the development of transversal competencies. These strategies, which integrate theory and practice, enhance skills such as critical thinking, effective communication, and teamwork. However, their implementation in Latin American universities faces challenges related to infrastructure, teacher preparation, and sociocultural conditions. This research, adopting a quantitative approach and based on a field study, analyses the experiences and perceptions of university students regarding the use of these methodologies across different institutional contexts. The data obtained reveal varying levels of implementation, as well as the main challenges and opportunities institutions encounter in their application. The findings demonstrate a progressive but uneven adoption of these pedagogical strategies, influenced by factors both internal and external to each university. This quantitative approach offers a generalisable overview of the impact of these methodologies on professional training, providing valuable insights for designing more inclusive and effective educational policies in the region.