Aprender haciendo: estrategias innovadoras con ABP para desarrollar competencias del siglo XXI.

Abstract

The "Aprender haciendo" (Learning by Doing) project designs a didactic strategy to strengthen 21st-century skills by utilizing Project-Based Learning (PBL) as a pedagogical approach. The project focuses on ninth, tenth, and eleventh-grade students at the Institución Educativa Rural Pantanillo, in Abejorral, Antioquia. This proposal arose from a context characterized by unidirectional teaching, llimited technological resources, and a population tied to family agricultural economies, factors that demand methodologies connecting the classroom with daily rural life. Furthermore, under a mixed-methods action-research approach, a pedagogical prototype, structured as a fourteen-stage model that integrates field research with technical execution, was developed to articulate learning with the socio-environmental issues of the farming environment, promoting critical thinking, creativity, collaboration, communication, and autonomy in students. The strategy was structured into phases ranging from diagnosis to the public presentation of solutions, integrating field diaries and observation guides as monitoring tools. Also, validation was conducted through expert judgment, professionals with a career in pedagogy, evaluating didactic coherence, rural relevance, visual design, and skill integration. The results demonstrated high technical and pedagogical acceptance, highlighting the strength of the PBL approach, the quality of the digital resource, and its capacity to motivate students through contextualization. In conclusion, identified opportunities for improvement include the need to deepen the articulation with local knowledge and Flexible Educational Models inherent to rural settings, as well as strengthening formative evaluation and metacognition processes. It is concluded that the "Aprender haciendo" prototype constitutes a viable and pertinent tool for transforming educational practice in the rural classroom by turning the territory into a central axis of learning and positioning the student as an active agent in solving community problems.