ABSTRACT This study explores the efficacy of a project-based learning (PBL) experience in the particular context of "research methodology". Qualitative data was collected from an online survey where students reflected upon their development and learning over the semester. PBL has generally shown to be an effective pedagogical practice regarding the aims of this curricular unit: to enhance the practical application of theoretical concepts as a way to facilitate the understanding of abstract and complex concepts; to stimulate active learning experiences as a way to engage students; to prepare students for the elaboration of a research project; and to stimulate the transfer of knowledge and skills to professional practice. Nonetheless, PBL is also a demanding pedagogical methodology, and this can be particularly relevant when students’ profile is heterogeneous. The paper contributes with insights into how PBL can be applied to curricular units with high student heterogeneity and complex subjects.
Monteiro et al. (2025) studied this question.