Navigating the Learning Landscape: A Case Study of Multisubject Problem-Based Learning in Computer Engineering Degree

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Abstract

This paper examines the adoption of Problem-Based Learning (PBL) in the degree of Computer Engineering at the Faculty of Engineering. The study presents the degree structure and the curriculum that integrates competencies aligned with the European Higher Education Area, promoting both technical and transversal skills. The case study focuses on the third year of the Computer Engineering degree, highlighting subjects, languages, faculty involvement, and PBL phases. The semester project, a central element, spans multiple weeks, emphasizing interdisciplinary group work and progressive skill development. The semester coordinator plays a pivotal role in managing and evaluating these projects, aligning with continuous and global assessment principles. The academic assessment model includes continuous feedback and aims to enhance students’ academic and personal growth. The results indicate positive perceptions of PBL effectiveness, emphasizing active engagement, interdisciplinary skills, hei ghtened motivation, and comprehensive skill development. Participants express a desire for enhanced resources and support systems, particularly in training, to optimize PBL implementation. As this educational model continues evolving, obtained insights advocate for ongoing adjustments to ensure the continued efficacy of PBL methodologies in preparing students for the challenges of the 21st century workplace.