Synergising Project-Based Learning and Kolb’s Cycle: A Foundational Competence Assessment in Colombian Engineering Education

Abstract

Aim. To address the rising demand for multifaceted skills in engineering, this research examines the integration of Project-Based Learning (PjBL) and Kolb’s Experiential Learning Cycle (KELC) within an introductory workshop at a Colombian university. The study aims to evaluate how this hybrid framework influences the development of technical and socio-emotional competencies—specifically problem-solving, teamwork, and technical communication—among first-year students. Methods. The study adopts a qualitative design involving comparative analysis centred on the "Engineering Workshop I" course. Data were gathered through pre- and post-intervention surveys. The analytical process involved categorising responses by focus to identify recurring themes, such as the transition from theoretical understanding to practical application and shifts in communicative proficiency. Results. Assessments indicate a marked progression in technical research, systemic problem-solving, and communicative proficiency. Beyond skill acquisition, student feedback primarily reflected increased confidence in applying theoretical concepts to practical engineering tasks. These data suggest that the integration of PjBL and KELC facilitates a dual maturation: the consolidation of theoretical constructs alongside the development of the socio-emotional resilience required for engineering practice. Conclusion. Although this study provides preliminary insights into how the hybrid framework aligns with Industry 4.0, the findings are based on a single cohort of 51 students (approximately 10 teams). Consequently, these results should be interpreted as exploratory and context-dependent. Future research involving larger, cross-institutional samples is required to confirm the scalability of the model across broader engineering education settings.