Abstract:

This work is the result of an experimental study with higher education students using two active and complementary methodologies: the flipped classroom and project-based learning (PBL). The aim of this intervention was to address the following issues: perception of excessive theoretical exposure, students' difficulties in transferring concepts (especially protocols) into practice, and the resulting low motivation and participation of students in class. Thus, during one semester in a master's degree course, two pedagogical innovation strategies were adopted: flipped classroom and project-based learning (PBL). In this way, through the flipped classroom methodology, the syllabus content was explored under teacher guidance: students researched the topics, created summaries in digital formats (e.g. PowerPoint/Canva) and taught their classmates through oral presentations, followed by assessment activities (e.g. quizzes) and discussion/reflection. In parallel, PBL was structured as a semester-long project: the comprehensive organisation of a final event, the format of which was chosen by the students, involving real-world tasks.

The results observed and achieved point to greater participation and motivation, evidence of autonomy and skills acquisition, and improved academic performance. Similarly, challenges were identified: such as initial resistance from some students, management of collaborative work (including integration of international students), redefinition of the teaching role to that of facilitator, misuse of AI (mitigated by requiring references), and financial limitations in holding the event. This experience shows that the combination of flipped classroom and PBL makes learning more meaningful and applied, strengthening technical and cross-cutting skills in the area of knowledge in which they were applied.

Keywords:

Flipped classroom, project-based learning (PBL), university students, pedagogical innovation.