The Role of PBL in the development of communicative competencies in Education Students: a quantitative approach
DOI:
https://doi.org/10.31637/epsir-2024-1313Keywords:
Project-Based Learning, Communicative skills, Competency development, Inclusive education, Active methodologies, Education Degree, University, DidacticsAbstract
Introduction: Communicative ability, crucial for future teachers, encompasses competencies such as adjusting discourse to foster empathy, establishing effective relationships, and adapting verbal, non-verbal, written, and oral communication. Project-Based Learning (PBL) is presented as an effective pedagogical methodology to develop transversal communicative skills. This research, conducted at the CEU San Pablo University, has three objectives: to theoretically examine the relevance of communicative competence for future teachers, to systematize the PBL methodology and apply it in Education degree programs, and to evaluate its impact. Methodology: A quantitative methodology was employed using an ad hoc questionnaire based on Likert scales, administered online to 71 Education degree students during the 2023-2024 academic year. Results: The data were analyzed with descriptive and inferential techniques, revealing a high development of students' communication skills and a greater predisposition to use them in projects, as well as the ability to work in teams. Discussion: In conclusion, the PBL-based educational initiative has a positive and significant impact on promoting communicative skills among university students, facilitating their adaptation to other disciplinary areas in the academic environment. Conclusions: The systematization of the proposed didactic methodology facilitates its adaptation and application in other disciplinary areas.
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