Evaluating the Impact of Project-Based Teaching on Meaningful Learning in Higher Education Students

Project-Based Teaching (PBT) has established itself as an innovative pedagogical strategy that promotes the active participation of students in the construction of their knowledge. This study aims to evaluate the impact of EBP on meaningful learning in higher education students, through quasi-experimental quantitative research. Measurement instruments were applied before and after the implementation of the EBP to a sample of 82 university students in engineering and social sciences. The results show a significant improvement in concept retention, problem-solving skills and academic motivation. It is concluded that EBP is an effective methodology to promote deep and contextualized learning, particularly in professional training contexts.