Positive Education and Project-Based Learning: Exploring Competency Development in Engineering Students

This study explores the application of positive Education principles (PERMA - Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment), as proposed by Seligman, in the context of a Children's Day event organized by students from Project Management and Logistics courses at a public daycare. The initiative aimed to foster not only technical competencies but also socio-emotional skills (emotional well-being, engagement, and social contribution). The event was planned over two months, involving tasks such as purchasing and categorizing gifts by the children's age and gender, organizing games and snacks, and ensuring the activities were meaningful and memorable for all. These tasks were aligned with key project of management and logistics competencies. Students actively led the planning and execution, while professors provided facilitation, handling bureaucratic and financial matters to empower students to take ownership of the project's success. Student teams were formed based on individual skills and competencies, ensuring a balanced and productive workflow. On the event day, both students and volunteers participated, with feedback collected through questionnaires to evaluate the impact. The results highlight a significant positive impact on students' development, particularly in areas such as teamwork, problem-solving, and community engagement. This approach reaffirms the value of experiential learning in promoting holistic educational outcomes.