Lavado Anguera, SilviaVelasco Quintana, Paloma JuliaTerrón López, María José2024-06-162024-06-162024Lavado-Anguera, S., Velasco-Quintana, P. J., & Terrón-López, M. J. (2024). Project-Based Learning (PBL) as an Experiential Pedagogical Methodology in Engineering Education: A Review of the Literature. Education Sciences, 14(6), 617.https://doi.org/10.3390/educsci14060617.2227-7102http://hdl.handle.net/11268/12921This systematic literature review explores how the implementation of project-based-learning (PBL) as an experiential pedagogical methodology in engineering education contributes to the development of real-world skills among students. The methodology applied was the PRISMA protocol with searches in two databases in a 24 year timeframe. The research reviewed 54 pieces to explore the contribution of PBL to seven pillars of a holistic pedagogical model comprising the following categories: technology, an integrated curriculum, an international focus, sustainability, a multidisciplinary focus, simulation, and professional environments. Varied PBL developments across these pillars reveal challenges, including aligning with real-world complexities and promoting interdisciplinary integration. Despite obstacles, PBL in engineering shows promise for enhancing students’ skills and channeling the added value of a holistic pedagogical model, despite significant differences in the number of experiences associated with each category. Limitations include restricted article access, emphasizing the need for open science promotion.engAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/journal article10.3390/educsci14060617open accessEducaciónMetodologíaIngenieríaGoal 17: Partnerships