Active learning in environmental engineering: Combining interactive platforms and project-based approaches to boost engagement and academic performance

Abstract

This work examines the application of active learning methodologies, including interactive platforms and project-based learning (PBL), in the subject “Bases de la Ingeniería Ambiental” (Fundamentals of Environmental Engineering, FEE) at the Universidad Autónoma de Madrid. Over five academic years (2019/20–2023/24), student response systems (SRSs) such as Kahoot! and Edpuzzle were implemented to foster participation and improve conceptual understanding through gamified quizzes and video-based problem-solving. Additionally, PBL was introduced to promote hands-on learning, teamwork, and critical thinking. The intervention involved approximately 130 students per academic year. Comparative analysis of academic performance showed an increase in average final grades from 4.81 (pre-intervention period) to 5.62 in the two most recent academic years, along with higher scores in continuous assessment activities. Student satisfaction indicators remained consistently high, with institutional surveys showing no negative deviations even during pandemic-related disruptions. Professors reported a positive perception of the methodology, highlighting improved student engagement without loss of control over class dynamics. These findings support the value of combining SRS tools and PBL as a robust framework to enhance motivation and academic achievement in environmental engineering education.