Building knowledge and strengthening critical, analytical and professional skills through Problem-Based Learning in higher education

Abstract

In today's higher education landscape, characterized by the need to train professionals capable of navigating dynamic and complex environments, Problem-Based Learning (PBL) has become established as an active methodology focused on strengthening knowledge construction and developing critical, analytical, and professional competencies. This student-centered pedagogical approach promotes the integration of theoretical and practical knowledge through the resolution of contextualized problems, fostering critical thinking, scientific argumentation, decision-making, and collaborative and autonomous learning. This research aimed to analyze the contribution of PBL to university educational processes, employing a systematic literature review using the PRISMA method to collect and analyze scientific evidence related to its pedagogical and methodological foundations. The results demonstrated that PBL significantly strengthened meaningful learning, active participation, and the connection between theory and practice, contributing to the development of essential competencies for academic and professional performance. Consequently, it was concluded that this methodology represented an innovative and relevant educational strategy to improve the quality of teaching and learning processes in contemporary higher education.