Effectiveness of Project-Based Learning in Education for Sustainability: A Quasi-Experimental Study in Daule, Ecuador
DOI:
https://doi.org/10.67169/publicarciencia.V7i1.39Keywords:
project-based learning, education for sustainability, sustainability competencies, quasi-experimental design, waste management, DauleAbstract
This study evaluated the effectiveness of Project-Based Learning (PBL) compared to traditional methods in developing sustainability competencies among secondary school students in Daule, Ecuador. Using a quasi-experimental pretest-posttest design, two groups of 30 students were compared: an experimental group that participated in an interdisciplinary project on waste management and a control group that received traditional instruction. Competencies (knowledge, skills, and attitudes) were measured using a questionnaire based on the GreenComp framework, complemented by a project assessment rubric and qualitative reflections. The results showed that the experimental group significantly outperformed the control group across all dimensions (p < 0.01), with large effect sizes (d = 0.80–0.90). Eighty-two percent of the projects were rated as highly viable or innovative, and reflections highlighted increased community connection and motivation. The study concludes that PBL is more effective for fostering sustainability competencies and recommends its integration into the curriculum, accompanied by teacher training. Limitations include the sample size and the duration of the intervention, suggesting the need for longitudinal studies.
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Copyright (c) 2025 David Caicedo Chiriboga, Jorge Erazo Rivera (Autor/a)
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