Aprendizaje basado en proyectos en educación secundaria: relevancia pedagógica y condiciones de factibilidad

Project-Based Learning is an active methodology that is gaining increasing prominence in secondary education due to its ability to link academic content with real-world problems and collaborative experiences. The objective of this study was to analyze the pedagogical relevance and feasibility conditions of PBL among secondary school students. The research was conducted through a qualitative literature review with a descriptive scope and comparative orientation, based on the analysis of 20 scientific articles from 2020 to 2026. The results show that PBL promotes conceptual understanding, academic performance, motivation, active participation, and the development of 21st-century skills, especially when there is planning, teacher mediation, and formative assessment. Limitations related to time, resources, teacher training, and equity were also identified. PBL is feasible if implemented with pedagogical criteria, institutional contextualization, and ongoing support, tailored to each local educational and curricular context.