ACTIVE LEARNING STRATEGIES IN PRODUCTION ENGINEERING EDUCATION

Abstract

This study analyses the application of active learning strategies in Production Engineering education, focusing on developing the technical and behavioural skills required by the contemporary job market. The problem investigated concerns how these methodologies can enhance students’ learning and professional preparation. The main objective is to evaluate the impact of active practices in promoting meaningful and integrated education. The research employed a bibliographic, qualitative, and deductive approach, reviewing academic studies and practical experiences applied in Engineering courses. The results indicated that active strategies, such as Problem-Based Learning and simulations, support the consolidation of technical competencies, such as process management, and behavioural skills, such as teamwork. Furthermore, the study demonstrated that implementing these practices requires adequate infrastructure and teacher training. It is concluded that active methodologies can transform higher education, aligning it more closely with market demands and student expectations. This work contributes to the development of innovative approaches in higher education teaching, fostering collaborative learning and preparing professionals more effectively.