Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education

Abstract

The aim of this paper is to contribute to the body of knowledge about project-based learning (PBL) methodology in higher education by describing and analysing interrelations between competencies, and their contribution to knowledge transfer (KT) and students’ rating of the project. The sample consisted of 464 students from the Universities of Huelva (N = 347; 74.8%) and Murcia (N = 117; 25.2%), enrolled in the second year of a degree in either Infant or Primary Education. Data was collected through a self-administered questionnaire comprising a total of 53 items measuring general, specific, and transversal competencies, as well as students’ rating of the project. Competencies were selected from the course programmes for the degrees in Infant and Primary Education. Preliminary results showed that competencies were moderately to highly acquired after PBL, and that students reported notable KT as well as a positive assessment of the project. KT showed a high degree of association with students’ ratings and was established as a key factor in learning and learner satisfaction in higher education.

Career Skills and Entrepreneurship for Students by Collaborative Project-Based Learning Management Model

“…Additionally, students can develop skills such as planning, critical thinking, task management, problem-solving, and practicing skills (Eckardt et al, 2018). They can also transfer knowledge and skills from their learning in the classroom to self-employment projects (Granado-alc et al, 2020). Through conducting self-employment for selling products in three groups, the students' outcomes indicated their increased awareness and willingness to have career skills and entrepreneurship for teaching school students in the next semester that they had to internship course at school for 1 year, and teacher students were impressed with collaborative learning and working so, future teachers should change their approaches to education emphasizing learning and the provision of new out-of-classroom experiences to students.…”

Comparing Competency Assessment in Electronics Engineering Education with and without Industry Training Partner by Challenge-Based Learning Oriented to Sustainable Development Goals

“…Finally, an important observation is to highlight that teaching through competencybased learning showed better results than content-based learning, as reflected in some studies [22,29,[41][42][43]. However, at the level of the educational system, even though interdisciplinarity in individuals is important to promote creative thinking and critical thinking and to obtain innovative and disruptive results (complex thinking processes), there is up to now a behavior that demerits these practices, as it is reflected in the study by Christensen et al [44].…”

“…As an example, TEC has shown preliminary ideas for incorporating the SDGs into the university mission [21]. Likewise, the University of Huelva [22] and the RMIT University [23] show other examples of including the SDGs in the study plans of undergraduate programs; however, according to a study in Finland, from the educational perspective, this country currently requires many activities to incorporate the SDGs into the curricula of undergraduate programs at universities [24]. This finding is surprising because, according to the Organization for Economic Cooperation for Development (OECD), Finland is among the best educational countries in the world [25].…”

Upaya Meningkatkan Hasil Belajar Teknologi Jaringan Berbasis Luas (WAN) melalui Penerapan Model Pembelajaran Project Based Learning Mengunakan Aplikasi QR-Code

“…Pembelajaran Project Based Learning dirancang untuk digunakan pada permasalahan kompleks yang diperlukan siswa dalam melakukan investigasi dan memahaminya. Pembelajaran Project Based Learning adalah sebuah model pengelolaan pembelajaran seputar proyek (Sunarsih, 2016;Granado-Alcón et al, 2020).…”