Project-based learning with digital technologies and competency development in hybrid higher education

Abstract

Introduction – Project-Based Learning (PBL) mediated by digital technologies has emerged as a relevant strategy in hybrid higher education, yet evidence on its differential effect across specific competency dimensions remains limited. Methods – A mixed-methods approach with quantitative predominance and a quasi-experimental pretest-posttest design with non-equivalent groups was adopted. Participants included 240 students from four Education Science programs at a public Ecuadorian university, distributed into an experimental group (n = 120) and a control group (n = 120). An analytical rubric validated by four experts (Aiken's V = .950), a structured observation guide, and an open-ended questionnaire were employed. Quantitative data were analyzed using the Mann-Whitney U and Wilcoxon tests with effect size calculations; qualitative data were processed through thematic coding and triangulation. Results – Statistically significant differences favoring the experimental group were found in four dimensions: conceptual domain, contextual application of learning, autonomous use of digital technologies, and teamwork and self-regulation, with small to moderate effect sizes (r = .198 to .271). Creativity and innovation did not reach statistical significance. Qualitative findings revealed that students perceived the hybrid modality as an active pedagogical component and reported meaningful integration of digital tools in their learning processes. Discussion – These findings indicate that PBL mediated by digital technologies constitutes an effective strategy for competency development in hybrid higher education, with particularly consistent impact on dimensions combining knowledge application, collaboration, and strategic use of digital tools. The non-significant result for creativity suggests that this competency requires longer implementation periods and greater student autonomy.