Integrating project-based learning in a quality management course: implementation process and students’ perception

Abstract

Contemporary students are no longer interested in traditional courses based on the transmission and memorization of theoretical knowledge. Instead, they are looking to apply this knowledge and become more operational in order to facilitate their professional integration. In response to these evolving dynamics, teachers are compelled to develop new teaching practices and introduce effective approaches that encourage students to take an active role in their learning process. One notable approach to addressing these needs is Project-Based Learning (PBL). This research presents a case study of using PBL as a pedagogical method in higher education. It aims to integrate the PBL approach into a Quality Management course and then evaluate its effectiveness and effects as perceived by students. The methods employed were document analysis and a questionnaire survey. The results showed that the PBL approach was implemented in five main steps: identification, design and planning, group constitution, realization, and evaluation. This approach was perceived as effective regarding the activities provided and the teacher’s role, and had positive effects on helping students improve some life skills such as creativity, autonomy, communication and decision-making. However, weaknesses were reported, including a lack of time and insufficient collaboration within groups