Enhancing Transversal Competences through Project-Based Learning: Integrating Sustainable Development Goals in Mechatronics Engineering

• Published in: Multidisciplinary journal for education, social and technological sciences Vol. 12; no. 1; pp. 95 - 124
• Main Authors: Llopis-Albert, Carlos, Rubio, Francisco, Mata-Amela, Vicente, Devece, Carlos, Palacios-Marqués, Daniel, Zeng, Shouzhen
• Format: Journal Article
• Language: English
• Published: Universitat Politècnica de València 01.04.2025
• Subjects: evidence; learning goal; project-based learning methodology (pbl); sustainable development goals (sdgs); transversal competences (tcs)
• ISSN: 2341-2593; 2341-2593
• DOI: 10.4995/muse.2025.23139

This research presents a successful implementation of a Project-Based Learning (PBL) methodology to foster the acquisition of Transversal Competencies (TCs) and incorporate Sustainable Development Goals (SDGs) into higher education curricula. This was carried out in the framework of an Educational Innovation and Improvement Project (EIIP) carried out at the Universitat Politècnica de València (UPV) in Spain during the academic years that span from 2023 to 2025. Specifically, it was conducted within the “Dynamics of Mechanical Systems” course of the “Mechatronic Engineering” master’s program of the at the Higher School of Aerospace Engineering and Industrial Design (HSAEID), which involves an average of 40 students. Quantitative and qualitative techniques were used to collect evidence regarding the successful implementation of the PBL methodology. The EIIP project offers practical insights and strategies for efficiently integrating global competencies and sustainability into technical education. In this sense, the positive outcomes indicate that PBL not only enhances technical competencies and motivation but also cultivates critical thinking, collaboration, problem-solving abilities, acquisition of learning goals, and preparing students to address complex global challenges of the labor market and. However, ongoing evaluation and continuous improvement processes, supported by robust feedback mechanisms, are crucial for sustaining and enhancing these educational innovations.