Project-based learning for teaching sustainable agricultural practices
DOI:
https://doi.org/10.63618/omd/revinvlid/v1/n4/24Keywords:
project-based learning, agricultural education, sustainable practices, sustainability skills, higher educationAbstract
Agricultural education in Ecuador requires strategies that integrate scientific knowledge with the resolution of production and environmental problems, especially given the need to promote sustainable practices in soil, water, waste, and crop management. The study aimed to analyze the contribution of project-based learning to the teaching of sustainable agronomic practices among agronomy students. A mixed-methods approach was used, with a non-experimental, longitudinal design, employing structured questionnaires, analytical rubrics, journals, technical reports, and final products developed during projects linked to real-world agronomic situations. The results showed an initial favorable assessment of sustainability, although students were less confident in applying solutions independently; subsequently, progress was observed in conceptual knowledge, practical performance, participation, and sustainability competencies. The integration of the evidence suggested that greater participation and better project execution were associated with more consistent learning outcomes, though causality was not established. It was concluded that project-based learning is a relevant strategy for linking theory and practice, strengthening decision-making, and promoting sustainability-oriented professional competencies in agronomy education.
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Copyright (c) 2024 Patiño-Uyaguari, Javier Leonardo, Herrera-Sánchez, Daniela Jaqueline (Autor/a)
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