<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000200936</article-id>
<article-id pub-id-type="doi">10.23913/ride.v16i31.2540</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Global Perspectives and Critical Insights Considering Unveiling Factors Shaping the Implementation of Project-Based Learning Models]]></article-title>
<article-title xml:lang="es"><![CDATA[Perspectivas mundiales y puntos de vista críticos para desvelar los factores que determinan la aplicación de los modelos de aprendizaje basado en proyectos]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perspectivas globais e insights críticos para descobrir os fatores que determinam a implementação de modelos de aprendizagem baseados em projetos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quilli]]></surname>
<given-names><![CDATA[Jonnathan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inga]]></surname>
<given-names><![CDATA[Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Politécnica Salesiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Politécnica Salesiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>31</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000200936&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000200936&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000200936&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the application of Project-Based Learning (PBL), highlighting the importance of adapting it to pedagogical and contextual conditions to achieve meaningful learning. PBL promotes the development of skills for solving real problems in diverse contexts, fostering creativity, responsibility, and self-directed learning. Proper planning must consider economic, social, temporal, and pedagogical aspects, including teacher preparation. The role of the teacher, through guidance and feedback, is fundamental to the cognitive and emotional development of students. The research adopted a historical-descriptive approach with the collection of bibliographic sources, complemented by a bibliometric analysis of articles indexed in Web of Science and Scopus between 2020 and 2024. Subsequently, an experiment was carried out in a public school. The implementation of PBL was evaluated using a Likert scale applied in person to teachers and students, obtaining quantitative data. Data analysis, using the analytical-synthetic method, showed that rigorous implementation of PBL enhances learning and strengthens skills such as leadership, collaborative work, and creative problem solving. It also fosters interest in research and the use of information technologies, placing students at the center of their learning and showing positive results in the educational process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la aplicación del Aprendizaje Basado en Proyectos (ABP), destacando la importancia de su adaptación a las condiciones pedagógicas y contextuales para lograr un aprendizaje significativo. El ABP promueve el desarrollo de habilidades para la resolución de problemas reales en contextos diversos, favoreciendo el desarrollo de la creatividad, la responsabilidad y el aprendizaje autodirigido. La planificación adecuada debe considerar aspectos económicos, sociales, temporales y pedagógicos, incluida la preparación docente. El rol del docente, a través de la orientación y la retroalimentación, es fundamental para el desarrollo cognitivo y emocional del estudiantado. La investigación adoptó un enfoque histórico-descriptivo con recolección de fuentes bibliográficas, complementado por un análisis bibliométrico de artículos indexados en Web of Science y Scopus entre 2020 y 2024. Posteriormente, se llevó a cabo un experimento en un centro educativo público. Se evaluó la implementación del ABP mediante una escala de Likert aplicada presencialmente a docentes y estudiantes, obteniéndose datos cuantitativos. El análisis de los datos, mediante el método analítico-sintético, evidenció que una implementación rigurosa del ABP potencia el aprendizaje y fortalece competencias como el liderazgo, el trabajo colaborativo y la resolución creativa de problemas. Asimismo, fomenta el interés por la investigación y el uso de tecnologías de la información, situando al estudiante como protagonista de su aprendizaje y mostrando resultados positivos en el proceso educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa a aplicação da Aprendizagem Baseada em Projetos (ABP), destacando a importância de adaptá-la às condições pedagógicas e contextuais para alcançar uma aprendizagem significativa. A ABP promove o desenvolvimento de habilidades para a resolução de problemas da vida real em diversos contextos, fomentando o desenvolvimento da criatividade, da responsabilidade e da aprendizagem autodirigida. Um planejamento adequado deve considerar aspectos econômicos, sociais, temporais e pedagógicos, incluindo a preparação dos professores. O papel dos professores, por meio de orientação e feedback, é fundamental para o desenvolvimento cognitivo e emocional dos alunos. A pesquisa adotou uma abordagem histórico-descritiva com coleta de fontes bibliográficas, complementada por uma análise bibliométrica de artigos indexados na Web of Science e na Scopus entre 2020 e 2024. Posteriormente, foi realizado um experimento em uma escola pública. A implementação da ABP foi avaliada por meio de uma escala Likert aplicada presencialmente a professores e alunos, obtendo-se dados quantitativos. A análise dos dados pelo método analítico-sintético mostrou que uma implementação rigorosa da ABP aprimora a aprendizagem e fortalece competências como liderança, trabalho colaborativo e resolução criativa de problemas. Também fomenta o interesse pela pesquisa e pelo uso de tecnologias da informação, colocando os alunos no centro de sua aprendizagem e demonstrando resultados positivos no processo educacional.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje basado en proyectos]]></kwd>
<kwd lng="es"><![CDATA[características del ABP]]></kwd>
<kwd lng="es"><![CDATA[factores del ABP]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[TIC para la educación]]></kwd>
<kwd lng="en"><![CDATA[project-based learning (PBL)]]></kwd>
<kwd lng="en"><![CDATA[education innovation]]></kwd>
<kwd lng="en"><![CDATA[ICT for education]]></kwd>
<kwd lng="en"><![CDATA[PBL factors]]></kwd>
<kwd lng="en"><![CDATA[characteristics of PBL]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem baseada em projetos]]></kwd>
<kwd lng="pt"><![CDATA[características do PBL]]></kwd>
<kwd lng="pt"><![CDATA[fatores do PBL]]></kwd>
<kwd lng="pt"><![CDATA[inovação educacional]]></kwd>
<kwd lng="pt"><![CDATA[TIC para a educação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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