Project-based learning and the development of environmental education competencies. Evidence from biology students' training
https://orcid.org/0000-0002-3811-4826
The aim of this study was to evaluate the impact of a teaching strategy based on Project-Based Learning and supported by the Contextualization, Structuring, Programming, and Evaluation methodology on the development of competencies, perceptions, motivation, and satisfaction of eighth-semester Biology students at the Autonomous University of Campeche through the design and implementation of real-world environmental education projects within the framework of the “Somos el Cambio Joven” (We Are the Change Youth) initiative. A mixed-methods descriptive study was conducted with 63 students from the 2025 and 2026 cohorts. As the integrative activity of the course, students designed, implemented, and evaluated 34 community intervention projects. Data were collected using a 34-item questionnaire combining closed- and open-ended questions and analyzed through descriptive statistics and content analysis. The projects primarily addressed integrated waste management and biodiversity conservation, employing participatory strategies such as workshops, awareness campaigns, educational presentations, and instructional materials. The teaching strategy received highly positive evaluations, as it strengthened competencies related to project design, communication, teamwork, planning, and problem-solving in authentic contexts. High levels of motivation, satisfaction, and willingness to continue the implemented interventions were also observed. The proposed integrative model represents an effective strategy for preparing environmental educators by fostering professional competencies and a commitment to sustainability through authentic, community-engaged learning experiences.
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