PROJECT-BASED LEARNING VS. PROBLEM-BASED LEARNING AS A PEDAGOGICAL STRATEGY IN ENGINEERING EDUCATION: A SYSTEMATIC LITERATURE REVIEW (2022–2025)
DOI:
https://doi.org/10.56219/dialctica.v3i31.6555Keywords:
problem-based learning, project-based learning, engineering education, active learning methodologies, professional competenciesAbstract
This article presents the results of a systematic literature review aimed at comparing Problem-Based Learning (PBL) and Project-Based Learning (PBL) as pedagogical approaches in engineering education in Latin America from 2022 to 2025. To this end, the study analyzes a set of 49 articles drawn from high-impact databases, examining the foundations, methods, academic outcomes, and contextual limitations of each of the teaching methodologies under study. The analysis reveals that both methodologies enhance technical and transferable skills but exhibit significant differences in their pedagogical approaches. PBL promotes the development of analytical thinking, the structuring of concepts, and the systematization of complex problem-solving; whereas PBLj enhances skills related to project work, collaborative work, and the application of knowledge. Furthermore, the study identifies key elements that determine their success, such as teacher training, the availability of resources, and institutional dynamics. Despite the advances that have been demonstrated, methodological limitations remain, such as the lack of longitudinal studies, the heterogeneity of research designs, and the limited scope for generalizing the results. Thus, it appears necessary to adopt integrative approaches to combine the two methodologies through hybrid models and to conduct research with greater empirical rigor and broader contextual generalizability. This paper presents a critical and up-to-date overview of the state of the art, with the aim of facilitating evidence-based pedagogical decision-making and sustainable educational practices in engineering education.
Downloads
References
Araya Cabrera, M. P., & Martínez Clares, P. (2023). El Aprendizaje Basado en Problemas como estrategia de seguimiento de las competencias del perfil de egreso. Una experiencia en Ingeniería Civil en la Universidad de Valparaíso. Educatio Siglo XXI, 41(2), 11–38. https://doi.org/10.6018/educatio.503551
Baluarte-Araya, C. (2020). Proposal of an Assessment System based on Indicators to Problem Based Learning. Proceedings - International Conference of the Chilean Computer Science Society, SCCC, 2020-November. https://doi.org/10.1109/ SCCC51225.2020.9281203
Baluarte-Araya, C., & Bedregal-Alpaca, N. (2021). Valoration of Problem-Based Learning as a strategy to develop Formative Research in the subject of Electronic Business. EDUNINE 2021 - 5th IEEE World Engineering Education Conference: The Future of Engineering Education: Current Challenges and Opportunities, Proceedings. https://doi.org/10.1109/EDUNINE51952.2021.9429093
Baluarte-Araya, C., & Bedregal-Alpaca, N. (2022). Influence of Problem Based Learning on the development of technical, methodological, participatory and personal competencies: Valuation by Engineering students. EDUNINE 2022 - 6th IEEE World Engineering Education Conference: Rethinking Engineering Education After COVID-19: A Path to the New Normal, Proceedings. https://doi.org/10.1109/ EDUNINE53672.2022.9782362
Barrows, H. S. (1986). A taxonomy of problem‐based learning methods. Medical Education, 20(6), 481–486. https://doi.org/10.1111/J.1365-2923.1986.TB01386.X; PAGE:STRING:ARTICLE/CHAPTER
Chávez, D. A., Gamiz-Sanchez, V. M., & Vargas, A. C. (2020). Problem-based learning: Effects on academic performance and perceptions of engineering students in computer sciences. Journal of Technology and Science Education, 10(2), 306–328. https://doi.org/10.3926/JOTSE.969
Cruz, S., Duque, D., Carvalho, V. H., & Vilaça, J. L. (2023). Design of a STEAM professional master’s programme supported by project-based learning methodologies. 2023 5th International Conference of the Portuguese Society for Engineering Education (CISPEE), 1–5. https://api.semanticscholar.org/ CorpusID:261317860
Derikvand, M. (2024). Project-based learning in timber engineering education: A recent example. BioResources. https://api.semanticscholar.org/CorpusID:273806875
Geedipally, V. R., Nagamalla, L., & Barma, S. D. J. (2024). Integrating Project-Based Learning in Foundational Sciences through Course Level Projects (CLP): From Classroom to Expo. Journal of Engineering Education Transformations. https://api.semanticscholar.org/CorpusID:274950040
Guaya, D., Jaramillo-Fierro, X., Meneses, M. A., & Valarezo, E. (2025). Innovative Chemical Engineering Education: social media-Enhanced Project-Based Learning Approaches. Emerging Science Journal. https://api.semanticscholar.org/ CorpusID:276319377
Hasan, M., Lodge, J. M., Karim, A., & Khan, Md. S. H. (2024). Exploring Students’ Conceptions of Project-Based Learning: Implications for Improving Engineering Pedagogy. IEEE Transactions on Education, 67, 234–244. https://api. semanticscholar.org/CorpusID:267297183
Khan, T. A., Alam, M. M., Rizvi, S., Shahid, Z., & Mazliham, M. S. (2023). Introducing AI applications in engineering education (PBL): An implementation of power generation at minimum wind velocity and turbine faults classification using AI. Computer Applications in Engineering Education, 32. https://api. semanticscholar.org/CorpusID:264472513
Kim, Y., Das, S., Shah, J. A., & Lim, L. H. I. (2024). Design of Project-Based Learning (PBL) in Civil Engineering. International Journal of Learning and Teaching. https://api.semanticscholar.org/CorpusID:272395719
Kunicina, N., Uteevs, I., Caiko, J., & Grants, R. (2024). Enhancing Electrical Engineering Education Through Project-Based Learning. 2024 IEEE 65th International Scientific Conference on Power and Electrical Engineering of Riga Technical University (RTUCON), 1–6. https://api.semanticscholar.org/CorpusID:275547037
Landaverde-Alvarado, C. (2024). A Problem-Based Learning (PBL) and Project-Based Learning (PjBL) in a Continuously Improving Chemical Engineering Laboratory Experience. Chemical Engineering Education. https://api.semanticscholar.org/ CorpusID:267825544
Lima, B. C., Paiva, H. M., & Maximo, M. R. O. A. (2024). Teaching Robotic Concepts Using Project-Based Learning: A Case Study. 2024 IEEE World Engineering Education Conference (EDUNINE), 1–6. https://api.semanticscholar.org/ CorpusID:269333229
Martínez, F., & Rendón, A. (2024). Impact of project-based learning on conceptual achievements and motivation of technology students in electricity. World Journal of Advanced Engineering Technology and Sciences. https://api. semanticscholar.org/CorpusID:270965921
Mejias, M., Arenas, F., & Duran, R. (2024). Exploring STEM Adolescent Education, using Project based Learning and Gamification. 2024 IEEE World Engineering Education Conference (EDUNINE), 1–6. https://api.semanticscholar.org/CorpusID: 269333226
Moncada-Arce, A. M., Ortiz-Vidal, E., & Casagrande, D. E. (2022). Visión de los estudiantes sobre una articulación curricular de tres cursos iniciales de ingeniería civil mecánica. Formación Universitaria, 15(1), 83–94. https://doi.org/ 10.4067/S0718-50062022000100083
Ntunka, M., Maladzhi, R. W., Mthombeni, N. H., & Nemavhola, F. (2024). Enhancing Project-Based Learning in Engineering Disciplines Through Emerging Technologies: A Systematic Literature Review. 2024 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), 1–9. https://api.semanticscholar.org/CorpusID:275956465
Oller, E., Peña, M., & Olmedo-Torre, N. (2024). Effectiveness of project-based learning in a reinforced concrete course of civil engineering. Journal of Technology and Science Education, 14(2), 324–348. https://doi.org/10.3926/JOTSE.2067
Pereira, M. A. C., Ignácio, L. M. N. da C., & Rodrigues Reis, C. E. (2021). Virtualizing Project-Based Learning: An Abrupt Adaptation of Active Learning in the First Days of the COVID-19 Pandemic, with Promising Outcomes. Sustainability, 14(1), 363. https://doi.org/10.3390/su14010363
Retscher, G. (2024). Exploring the intersection of artificial intelligence and higher education: opportunities and challenges in the context of geomatics education. Applied Geomatics, 17(1), 49–61. https://doi.org/10.1007/S12518-024-00602-6/FIGURES/3
Vygosky, L. S. (1978). Development of Higher Psychological Processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Zhang, C., Gao, M., Song, W., & Liu, C. (2022). Formative Evaluation of College Students’ Online English Learning Based on Learning Behavior Analysis. International Journal of Emerging Technologies in Learning, 17(10). https://doi.org/10.3991/ijet.v17i10.31543
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
La revista Dialéctica conserva los derechos patrimoniales (copyright) de las obras publicadas, que favorece y permite la reutilización de los mismos bajo la licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 , por lo cual se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que se cite la autoría y fuente original de su publicación (revista, editorial, URL y DOI de la obra), no se usen para fines comerciales u onerosos y se mencione la existencia y especificaciones de esta licencia de uso. Si remezcla, transforma o crea a partir del material, debe distribuir su contribución bajo la misma licencia del original.
+584121131459
