Keywords
Interdisciplinarity
Dialogue of knowledge
Water conservation
Territorial connection
How to Cite
Abstract
This article presents an experience of implementing Project-Based Learning in the subject ‘Comprehensive Knowledge Workshop,’ taught at the Pontifical Catholic University of Ecuador during the first semester of 2025. Its objective was to evaluate the implementation of Project-Based Learning (PBL) in the course ‘Comprehensive Knowledge Workshop’ in order to determine its impact on the articulation of knowledge, students' critical thinking, and the strengthening of socio-environmental commitment to water conservation in rural areas of Ecuador. The projects were developed throughout the semester in eight stages: contextualisation of the subject, identification of problems and selection of the topic, review of the state of the art, integration of working groups, field research and context analysis, development of the action plan, product design, product socialisation, and evaluation. The thirty students were organised into six groups to address the issues of water access, management, and conservation. Field information was collected through interviews, field diaries, satisfaction surveys, and learning assessment forms. The results highlight significant learning in the areas of knowledge integration, critical thinking development and environmental awareness. Informative products were developed to raise awareness about water issues (posters, leaflets, digital campaigns, and community workshops). The communities positively evaluated the relevance and usefulness of the projects. It was concluded that Project-Based Learning is an effective methodology for generating spaces for interdisciplinary dialogue, promoting social responsibility, and establishing links between academic training and community issues.
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