Project-Based Learning to understand rural and urban dynamics in junior high school students (Original)

Abstract

The Ecuadorian education system faces persistent challenges in strengthening students’ understanding of sociocultural and territorial contexts, particularly regarding the dynamics of rural and urban life. Educational inequalities, limited access to resources, and the predominance of traditional teaching methods hinder the development of meaningful learning in Basic Education. In response to this issue, this study proposes a pedagogical strategy based on Project-Based Learning for sixth-grade students at the “Raquel Naranjo Galán” Elementary School, located in a mixed rural–urban environment. The proposal includes three core components: teacher training, the creation of contextualized didactic materials, and the implementation of an interdisciplinary project that promotes inquiry, critical analysis, collaboration, and territorial awareness. The theoretical framework draws on Ausubel’s Meaningful Learning Theory, Vygotsky’s Sociocultural Approach, intercultural education principles, and socio-emotional competence development, supporting the effectiveness of Project-Based Learning for fostering deep and contextualized learning. Expected outcomes indicate that the strategy will improve students’ understanding of rural and urban dynamics, enhance motivation, strengthen active participation, and encourage more inclusive and context-sensitive teaching practices. The study concludes that Project-Based Learning is an effective methodology for linking curricular content with students’ real-life experiences, thus contributing to an equitable, meaningful, and territorially conscious educational process.