Integration of project based learning in university education: impact on students' creativity and problem solving

Abstract

In contemporary higher education, marked by the transition to student-centered models focused on developing higher-order thinking skills, Project-Based Learning (PBL) has become established as an innovative and relevant pedagogical strategy. This approach fosters the active construction of knowledge through the resolution of authentic and contextualized problems, meaningfully integrating theory and practice. This study aimed to analyze the incorporation of PBL in university education and its impact on the development of creativity and problem-solving skills in students, as well as its contribution to strengthening higher-order thinking skills and meaningful learning. To this end, a systematic review using the PRISMA method was employed to collect, analyze, and synthesize the available scientific evidence on the topic. The findings indicated that PBL is an effective methodology, as it facilitates knowledge construction, promotes active participation, collaborative work, and student autonomy, and fosters the development of critical thinking, creativity, and problem-solving skills, aligning with current academic and professional demands.