Strategic integration of project-based learning and authentic assessment in capstone proposal development

Abstract

The integration of diverse teaching methods and strategies has become increasingly vital in education. Capstone projects are traditionally used to culminate a student's academic journey. This study examines two final-year engineering courses in South America, one at Universidad Privada Boliviana and the other at Universidad del Pacifico. The findings indicate that students gain a deeper understanding of holistic knowledge by applying it in capstone projects that lead to their engineering degree. This approach goes beyond traditional capstone uses by incorporating project-based learning and authentic assessment. However, adapting educational proposals to different contexts, especially outside engineering, can be challenging.