Project-based learning versus traditional methods in empirical subjects in Finance and Economics

This research focuses on the effectiveness of Project-based learning (PBL) compared to traditional practices (TP) in empirical Finance and Economics subjects. PBL encourages students to develop tasks related to real-world problems, enhancing transversal skills such as analytical reasoning, verbal and writing skills, collaboration, and autonomy. This study explores the perceptions of students and lecturers about learning outcomes, academic performance, and the challenges associated with adopting this learning methodology. Findings suggest that PBL promotes engagement, teamwork, and the practical application of quantitative tools. However, it also increases instructor workload, encounters student resistance to active learning, and highlights students’ knowledge gaps. Therefore, while PBL offers some pedagogical benefits, its successful implementation requires careful structuring to increase its impact, improve students’ motivation, and mitigate the barriers to adopting it.