Project-based learning in higher education: systematic review of its impact on the development of soft skills

Becerra-Goicochea L.J.; Ballon-Titoricardo A.; Feijoo-Parra M.F.O.; Molina-Carita P.A. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2026) · DOI: 10.5281/zenodo.20801738

Resumen

The objective was to synthesize the empirical evidence on the impact of project-based learning (PBL) on the development of soft skills, communication, teamwork, collaboration, leadership, and critical thinking among higher education students. The methodology was designed as a systematic review following the PRISMA 2020 protocol in Scopus, ERIC, and SciELO. Empirical studies published between 2020 and 2025 were included. Quality was assessed using the MMAT 2018. Results: 26 articles from 15 countries were selected. Critical thinking was the most studied skill (n = 14; 53.8%), followed by collaborative work (n = 8; 30.8%), communication (n = 5; 19.2%), teamwork (n = 3; 11.5%), and leadership (n = 1; 3.8%). Latin America contributed 6 studies. PBL is an effective strategy for developing soft skills, with strong evidence in critical thinking and collaboration. Gaps were identified in leadership and regional scientific output.

Instituciones: Universidad Nacional de San Agustín de Arequipa; Universidad Nacional del Altiplano; Universidad Nacional Federico Villarreal; Universidad Nacional de Cajamarca