This article presents the results of an action research project aimed at analyzing and developing proposals from local communities to address the effects of inequalities in the socioeconomic, environmental, and technological spheres. This project was developed within the National Economic Problems course, taught in the Economics program at the University of Panama.
The Project-Based Learning (PBL) methodology was applied as a pedagogical strategy to guide students in applying economic theories to the critical analysis of territorial inequalities in Panama. The core of the process was the development of territorial intervention proposals, supported by empirical data and theoretical frameworks on inequality and its link to poverty levels.
The results reveal that students made progress in critical thinking, collaborative work, and contextual appropriation of economics as a tool for social transformation.
