Project-based learning (PBL) in basic education: impact on the development of skills

Abstract

Basic education faces difficulties in the development of cognitive, social, and emotional competencies due to the predominance of traditional methodologies focused on memorization, which limit critical thinking, problem-solving, and collaborative work. Although Project-Based Learning (PBL) has emerged as an innovative alternative to promote meaningful and contextualized learning, its implementation remains limited by factors such as insufficient teacher training, lack of resources, and curricular rigidity. In this context, the objective of the present study was to analyze the impact of Project-Based Learning on competency development in basic education. The methodology was developed under a qualitative approach, with a documentary design and a descriptive-analytical scope. Likewise, a bibliographic review was conducted using academic databases such as Scopus, Google Scholar, and SciELO, applying inclusion and exclusion criteria to select sources related to PBL and the competency-based approach. The results showed that PBL is grounded in constructivism, the sociocultural approach, and meaningful learning, promoting the development of cognitive, social, and emotional competencies through active and contextualized experiences. Similarly, benefits related to the strengthening of critical thinking, motivation, and collaborative work were identified; however, limitations associated with insufficient teacher training, lack of resources, and limited institutional support for the implementation of this methodology were also recognized. In conclusion, PBL constitutes a relevant pedagogical strategy for promoting comprehensive education in basic education, provided that adequate pedagogical and institutional conditions exist to guarantee its effective and sustainable implementation.