Implementation of Project-Based Learning in Uruguayan Secondary Schools

Abstract

Project-Based Learning (PBL) is a well-known student-centered methodology, but it is not commonly used in Uruguayan schools. This study measured students’ perceptions of the implementation of PBL and documented the successes and challenges for teachers throughout the process. The data showed that PBL was successfully implemented, but teachers reported a series of difficulties, including the quality of the training, a resistant attitude on the part of some teachers, students’ inexperience regarding the PBL methodology, pressure on teachers to cover the content, and issues with infrastructure and internet connectivity.