Project-Based Learning in the curricular unit ICT in Professional Contexts - perceptions of Sociocultural Animation students

This article reflects on the teaching of Information and Communication Technologies in Professional Contexts with Sociocultural Animation students. This curricular unit (CU) aimed to develop digital citizenship and stimulate students' personal and professional growth through active and projectbased learning strategies. The objectives included analysing software, integrating technology into the profession, planning interventions, using software and online tools, creating multimedia presentations, organizing digital portfolios, and understanding distance learning platforms. The CU was lectured by three professors and the study presented in this article involved 26 students that were enrolled in the 2
^nd
semester of 2022/2023. Student-centred teaching strategies, such as Project-Based Learning, were adopted to prioritize learning and hands-on, real- world experiences of project planning and management. The activities focused on situated learning and service to the community, allowing students to implement their projects with target audiences identified by them. The results of a questionnaire applied at the end of the semester indicated positive perceptions in relation to the three areas in which it focused, and which relate to learning, motivation, and performance. In conclusion, the project-based learning strategy in higher education has been shown to have a favourable impact on students' digital skills and others that are transferable to their professions, including project management, communication, collaboration, autonomy, and self-regulation. The study suggests the potential benefits of projectbased learning can be applicable to other areas and recommends expanding research to explore this approach more comprehensively.