Project-Based Learning at Universities: A Sustainable Approach to Renewable Energy in Latin America—A Case Study

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.