Project-based learning methodology for the development of critical thinking in intensive upper basic education students

Abstract

Introduction: The low development of critical thinking in intensive upper basic students represents a challenge in current educational processes, since it limits their capacity for analysis, argumentation, and problem-solving in real-life contexts. Faced with this problem, Project-Based Learning (PBL) is proposed as a didactic strategy that promotes autonomy, creativity, and collaboration in the classroom, allowing students to construct knowledge in a meaningful way. Materials and methods: The study was carried out at the "21 de Julio" Educational Unit, in the canton of San Jacinto de Yaguachi, province of Guayas, Ecuador, during the 2024-2025 school year. The study worked with a purposive sample of 28 10th-grade students and 4 teachers, selected from a population of 120 students. The methodology used combined qualitative and quantitative techniques, including classroom observations, Likert-type surveys, and the analysis of student-produced products. In addition, the Delphi method was applied with the participation of five experts to validate the effectiveness of the strategy. Results: The results showed an 82% increase in student participation in analysis and discussion activities, as well as a 76% improvement in their argumentation and information synthesis skills. Discussion: Furthermore, 85% of the experts agreed on the effectiveness of PBL in fostering critical thinking in intensive educational settings. Conclusions: It is concluded that integrating PBL into the curriculum not only improves academic performance but also strengthens students' ability to address challenges in a reflective and informed manner.