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Contemporary education is characterized by its dynamism and complexity, particularly in a context where students are exposed to an unprecedented flow of information, largely due to globalization and the wide range of communication media currently available. Considering this reality, teachers must employ learning strategies that foster motivation and facilitate knowledge acquisition among students. Since education is an essential pillar for national development, it is the responsibility of Panamanian educational institutions to promote innovative methodologies that position students as protagonists and producers of knowledge. The aim of this study was to analyze the use and types of situational learning strategies applied by students and professors of the Bachelor’s Degree in Primary Education at the University of Panama. A qualitative, exploratory, and cross-sectional methodology was employed, with data collected through interviews and observations conducted with students and professors of the Primary Education program at the University of Panama in the city of Chitré. The sample consisted of 14 student interns and 18 faculty members. The findings confirmed that both students and professors made use of situational learning strategies, considering them effective methods for facilitating knowledge acquisition. The strategies most frequently applied included problem-based learning, project-based learning, among others.
