Project-Based Learning at Universities: A Sustainable Approach to Renewable Energy in Latin America—A Case Study
Name
sustainability-17-05492.pdf
Size
1.95 MB
Format
Adobe PDF
Checksum (MD5)
4ca6d2b0361b6b7979e39e5ed7c9f49e
Author(s)
Pastor, Miguel Antonio Soplin
Cervantes-Marreros, Melany Dayana
Cubas-Pérez, José Dilmer
Reategui-Apagueño, Luis Alfredo
Tito-Pezo, David
Piña-Rimarachi, Jhim Max
Vasquez-Perez, Cesar Adolfo
Correa-Vasquez, Claudio Leandro
Soplin Rios, Jose Antonio
del Pino, Lisveth Flores
Date Issued
June 14, 2025
Journal
Sustainability
Publisher
Multidisciplinary Digital Publishing Institute
Citation
Pastor, M.A.S.; Cervantes-Marreros, M.D.; Cubas-Pérez, J.D.; Reategui-Apagueño, L.A.; Tito-Pezo, D.; Piña-Rimarachi, J.M.; Vasquez-Perez, C.A.; Correa-Vasquez, C.L.; Soplin Rios, J.A.; del Pino, L.F.; et al. Project-Based Learning at Universities: A Sustainable Approach to Renewable Energy in Latin America—A Case Study. Sustainability 2025, 17, 5492.
Version
Final published version
Abstract
New teaching methods are essential to prepare 21st-century engineers for sustainable challenges. This study used project-based learning to evaluate the energy potential of water channels in fish farms in Loreto, Peru. Chemical engineering students applied theory to practice, enhancing skills like field data collection and technical assessment. The results show a practical potential of 18.37 kW and a theoretical potential of 84.19 kW, enough to power 37–244 households. This approach not only highlights renewable energy opportunities but also demonstrates the effectiveness of connecting theory and practice in real-world contexts. Despite simplified calculations, this project significantly impacts engineering education in Latin America, serving as an example of successful learning and inspiring innovative teaching techniques. All of the students (100%) agreed that the project helped in terms of practical skill and problem-solving capability development, teaching motivation, and relevance training for professional life.
MIT Department
Massachusetts Institute of Technology. Department of Materials Science and Engineering
Terms of Use
Creative Commons Attribution
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DOI of Published Version
https://doi.org/10.3390/su17125492
