Project-Based Learning, an innovative educational practice in the Technical Baccalaureate

Technical Baccalaureate (BT) education in public institutions in Ecuador is based on the development of competencies through the acquisition of theoretical and practical knowledge. This prepares students for their insertion in the labor market, to undertake personal projects, or to continue their higher education. In this context, the objective of this article is to apply Project Based Learning (PBL) as an innovative educational practice in the teaching-learning process of the third year students of the Technical Baccalaureate of the Consumer Electronics specialty of the Guillermo Mensi Educational Unit and that contributes to the strengthening of the competencies acquired by the students. This research is based on a mixed research approach, combining quantitative and qualitative methods for data collection and analysis. The sample included 38 students and 7 teachers, selected through non-probabilistic sampling. Academic performance, as well as student and teacher satisfaction, were evaluated before and after the implementation of PBL. The results revealed a positive impact of PBL in the following aspects: academic performance, teaching methodology in the BT, development of competencies, and educational resources. Finally, it is concluded that the implementation of PBL as an innovative educational practice in the BT positively influenced the strengthening of the competencies acquired by the students who participated in the Microprocessed Equipment and Systems module during the 2022-2023 school year.