Abstract:

Project-Based Learning (PBL) has been widely adopted in engineering education to connect theoretical knowledge with real-world applications. However, sustaining student engagement remains challenging, particularly in theory-intensive subjects such as Fluid Mechanics and in large classroom settings. This work presents a teaching experience in which students develop a pumping installation project as a realistic engineering task. The study compares two consecutive academic years. In 2023–2024, the project followed a traditional approach. In 2024–2025, the methodology was redesigned by integrating cooperative learning through the Puzzle technique and the Flipped Classroom approach within a PBL framework. Students worked in stable groups, combining individual work, peer discussion, and collective integration of knowledge, while pre-class audiovisual materials allowed in-class time to focus on application and problem-solving. Despite the relatively large cohort sizes involved (62 students in 2023–2024 and 66 students in 2024–2025), the approach proved feasible and effective. Results show increased attendance, higher engagement, and improved participation in project development. Students demonstrated a deeper understanding of concepts and a stronger ability to apply theory to practical problems. Additionally, the overall quality of the final projects improved. These findings highlight the effectiveness and scalability of combining cooperative and flipped methodologies in engineering education.

Keywords:

Active Learning, Project-Based Learning, Student Engagement, Cooperative Learning, Flipped Classroom, Engineering Education.