Project-based learning as an active teaching method in european higher education area: an experience in business administration studies

Abstract

European Higher Education Area (EHEA) implies a new way of planning and organizing the teaching-learning process. The active roles of students in their own learning process, autonomous learning or collaborative work are some of the principles in the new European education space. This scenario calls for a change in teaching methods. One teaching method that promotes these principles is that of Project-Based Learning (PBL). This method engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. This paper aims to show the use of PBL as a tool for continuous improvement of the teaching practice in the EHEA. Specifically, we present the results of an educational improvement project carried out with undergraduate business students at a Spanish public university (Universitat Jaume I). PBL has allowed us to promote their entrepreneurship and ethics competences. The use of active methodologies based on student learning therefore supports students in learning and practicing skills in problem solving, communication, and self-management.