Active methodologies for the inclusion of foreign students in the Technical Baccalaureate: analysis from Project-Based Learning

Abstract

Introduction: The purpose of this research is to examine the impact of Project-Based Learning (PBL) as an active method to promote the pedagogical inclusion of foreign students in Ecuador’s Technical Baccalaureate, reinforcing coexistence, motivation, and educational equality. The study was conducted using a mixed-methods approach with a descriptive-explanatory design. Accordingly, structured questionnaires, direct observations, interviews, and reflective workshops were applied to 35 first-year Technical Baccalaureate students, including five foreign participants. Likewise, the validity of the instrument was ensured through methodological triangulation and a Cronbach’s alpha coefficient higher than 0.80. The findings indicated that 88.7% of the students believed that PBL improved coexistence between national and foreign learners by fostering collaboration, teamwork, and active participation; however, challenges related to digital literacy and intercultural mediation by teachers persisted. In conclusion, the PBL methodology is established as an effective strategy to promote the inclusion of migrant youth in education and society, emphasizing the strengthening of inclusive institutional policies and professional teacher development.