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

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 consis...

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Bibliographic Details
Published in:Sustainability 2020-12, Vol.12 (23), p.10062
Main Authors: Granado-Alcón, María del Carmen, Gómez-Baya, Diego, Herrera-Gutiérrez, Eva, Vélez-Toral, Mercedes, Alonso-Martín, Pilar, Martínez-Frutos, María Teresa
Format: Article
Language:English
Subjects:
Citizenship
Collaboration
Critical thinking
Education
Empowerment
Higher education
Knowledge
Knowledge management
Learning
Psychology
Students
Sustainable development
Teaching methods
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Summary: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.
ISSN:2071-1050
2071-1050
DOI:10.3390/su122310062