Project-based learning model to improve practical skills

Abstract

Introduction: This research analyzed the perceptions of technical high school students regarding the development of research and innovation skills through project-based learning, given the need to move beyond traditional approaches and connect education with real-world problems. Materials and methods: This mixed-methods study, predominantly qualitative and descriptive in scope, was conducted at the "Camilo Ponce Enríquez" Public Mixed High School using action research. The sample, selected through non-probability purposive sampling, included 35 third-year technical high school students. Structured surveys were administered to students and interviews were conducted with teachers. Quantitative data were processed using descriptive statistics, and qualitative data were analyzed through content analysis. Results: The diagnostic assessment revealed that 80% of students highly valued project-based learning for developing soft skills and research preparation. However, weaknesses were identified in the systematic approach to providing up-to-date scientific information (35% indecisiveness), and teachers acknowledged limitations in the use of modern teaching resources. In response, a PBL-based teaching guide was designed and validated through expert review. It is structured in four phases: design, development, closure, and final evaluation. Discussion: The findings align with the specialized literature that recognizes PBL as an effective strategy for fostering creativity, critical thinking, and collaborative skills. However, challenges related to teacher training and the integration of external stakeholders remain. Conclusions: The proposed teaching guide is a viable and relevant tool for transforming technical education, promoting student engagement and connection with the productive sector, provided it is accompanied by institutional policies that guarantee ongoing teacher training and coherent formative assessment.