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The World Higher Education Conferences (WHECs), the Bologna Process, and the qualification frameworks of university-level higher education institutions have, through their institutional policies and plans, fostered a reorientation of their activities to fulfill the commitment to the ongoing pursuit of academic excellence. Institutional regulations provide guidelines and orientations aimed at examining how progress is being made in this regard.
Qualification frameworks, in addition to “contributing to efforts to reorient Higher Education toward learning outcomes rather than the traditional focus on content, faculty, infrastructure, and inputs, thereby helping to shift from a teaching-centered to a learning-centered approach,” also aim to “drive curricular innovation by focusing on expected learning outcomes.”
Project-Based Learning (PBL) is proposed as an effective methodological strategy for implementing the Central American Higher Education Qualifications Framework (MCESCA). Several questions arise: How can these learning outcomes be integrated into the university curriculum? How can this framework be put into operational practice in the classroom? How can a progressive implementation of these learning outcomes be achieved? How can we innovate and incorporate these learning outcomes into the design and execution of a PBL initiative with an interdisciplinary approach?
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