Evaluation of Problem-Based Learning in Rural University Education
In Colombia, the rural population experiences difficulties in accessing higher education and suffers from high dropout and low graduation rates due to its socioeconomic challenges, difficult to-reach locations, and low-quality secondary education, thereby generating inequality and exclusion. This s...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia (UPTC)
2025-03-01
|
| Series: | Praxis & Saber |
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/15957 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850141311264358400 |
|---|---|
| author | Carolina María Sánchez-Sáenz |
| author_facet | Carolina María Sánchez-Sáenz |
| author_sort | Carolina María Sánchez-Sáenz |
| collection | DOAJ |
| description |
In Colombia, the rural population experiences difficulties in accessing higher education and suffers from high dropout and low graduation rates due to its socioeconomic challenges, difficult to-reach locations, and low-quality secondary education, thereby generating inequality and exclusion. This study explores how project-based learning (PBL) affects the sense of inclusion for rural students in higher education, an area with limited existing research. Specifically, it examines the perceptions and experiences of students in the Special Program of Admission and Academic Mobility (PEAMA) at the Universidad Nacional de Colombia SUMAPAZ campus and how this teaching method impacts their inclusion. The data from the semi-structured interviews with open questions was analyzed through thematic analysis, and three key themes related to inclusion were identified: aspirations and opportunities, adaptation, and problem-solving attitudes. These topics allowed us to conclude that the students are grateful for the inclusion opportunity that the Program offers them, since without it, they would not have had access to Higher Education.
|
| format | Article |
| id | doaj-art-d83db6719fd24b7daccc9a0d96b4ea7c |
| institution | OA Journals |
| issn | 2462-8603 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia (UPTC) |
| record_format | Article |
| series | Praxis & Saber |
| spelling | doaj-art-d83db6719fd24b7daccc9a0d96b4ea7c2025-08-20T02:29:29ZengUniversidad Pedagógica y Tecnológica de Colombia (UPTC)Praxis & Saber2462-86032025-03-01164410.19053/uptc.22160159.v16.n44.2025.15957Evaluation of Problem-Based Learning in Rural University EducationCarolina María Sánchez-Sáenz0https://orcid.org/0000-0002-2746-7714National University of Colombia In Colombia, the rural population experiences difficulties in accessing higher education and suffers from high dropout and low graduation rates due to its socioeconomic challenges, difficult to-reach locations, and low-quality secondary education, thereby generating inequality and exclusion. This study explores how project-based learning (PBL) affects the sense of inclusion for rural students in higher education, an area with limited existing research. Specifically, it examines the perceptions and experiences of students in the Special Program of Admission and Academic Mobility (PEAMA) at the Universidad Nacional de Colombia SUMAPAZ campus and how this teaching method impacts their inclusion. The data from the semi-structured interviews with open questions was analyzed through thematic analysis, and three key themes related to inclusion were identified: aspirations and opportunities, adaptation, and problem-solving attitudes. These topics allowed us to conclude that the students are grateful for the inclusion opportunity that the Program offers them, since without it, they would not have had access to Higher Education. https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/15957 rural populationhigher education inclusive educationthematic approachsolving problems autonomous learning |
| spellingShingle | Carolina María Sánchez-Sáenz Evaluation of Problem-Based Learning in Rural University Education Praxis & Saber rural population higher education inclusive education thematic approach solving problems autonomous learning |
| title | Evaluation of Problem-Based Learning in Rural University Education |
| title_full | Evaluation of Problem-Based Learning in Rural University Education |
| title_fullStr | Evaluation of Problem-Based Learning in Rural University Education |
| title_full_unstemmed | Evaluation of Problem-Based Learning in Rural University Education |
| title_short | Evaluation of Problem-Based Learning in Rural University Education |
| title_sort | evaluation of problem based learning in rural university education |
| topic | rural population higher education inclusive education thematic approach solving problems autonomous learning |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/15957 |
| work_keys_str_mv | AT carolinamariasanchezsaenz evaluationofproblembasedlearninginruraluniversityeducation |