ABSTRACT
In this chapter, the authors discuss project-based learning, situating it in the context of socio-technical systems discussed in the previous chapter. The chapter critically examines project-based learning, addressing both its advantages and limitations. In the conclusion of the chapter, the need for project-based learning that goes beyond classroom-based exercises is established. This chapter, in conjunction with the chapters immediately preceding and following it, reimagines university projects, positioning them as intricately tied to the communities that surround higher education institutions. In so doing, it is argued that project-based learning has the potential to contribute not only to the development of students’ technical competencies but also to the development of transversal competencies in teamwork, intercultural competence, interdisciplinarity and communication, amongst others. Moreover, project-based learning can develop higher education as a more equitable and transparent institution.
