Abstract:

The introduction of the Pharmacy degree at the University of the Balearic Islands highlighted the need for a more applied and realistic approach to foundational subjects such as General Chemistry. To address this, we designed and have begun implementing a two-year educational innovation project based on Problem-Based Learning (PBL) for the laboratory component. This model moves away from traditional verification-based labs towards a scaffolded process where students design their own experimental protocols to solve open-ended problems, thereby fostering autonomous learning, critical thinking, and problem-solving skills.
The pedagogical foundation rests on robust evidence that active learning strategies, particularly PBL, significantly enhance student engagement, performance, and skill development in large undergraduate chemistry courses. The first phase (2025–2026) has already been completed with first-year students. Guided by faculty, students developed complete experimental proposals, including literature review, theoretical framework, and procedural design, culminating in peer-reviewed oral presentations. Preliminary analysis of presentation grades, self-assessment questionnaires, and motivation surveys indicates a positive impact on student engagement and a perceived increase in motivation towards the subject matter. This initial data provides valuable insights for refining the instructional scaffold.
In the upcoming second phase (2026-2027), a new student cohort will experience the full PBL cycle: executing their optimized experiments in the laboratory, confronting real-world challenges and engaging in iterative improvement, a key element of authentic PBL. The project employs a mixed-methods evaluation (rubrics, surveys, and qualitative feedback) to assess its impact on skill development and theory-practice integration.
This initiative aligns with key priorities in educational innovation: active learning, professional readiness, and formative assessment. Initial results support the model's potential to enhance autonomy and motivation. The outcome will be a transferable PBL model for experimental science courses, effectively bridging the gap between academic theory and professional practice for future pharmacists.

Acknowledgement:
This activity was carried out within the framework of the innovation project granted by IRIE (UIB), nº PID252711, entitled “Implementació de pràctiques tutelades com a eina per a fomentar l’aprenentatge autònom al laboratori de Química General”.

Keywords:

Problem-Based Learning (PBL), Chemistry Education, Experimental Design, Active Learning, Theory-Practice Integration.