Project-Based Learning with Real-World Projects for Requirements Engineering Education: A Case Study at a University in Lima, Peru

Romero-Untiveros L.; Lara-Herrera J.; Chiroque-Zanabria E.; Paredes-Guerrero K.; Ullon-Ramírez A. · ICACIT 2025 - Proceedings: 11th International Symposium on Accreditation of Engineering and Computing Education (2025) · DOI: 10.1109/icacit66767.2025.11369711

Resumen

This paper presents an educational experience implemented in the Requirements Engineering course at the university in Lima Norte, Peru. The experience is based on a project-based learning (PBL) approach, in which students individually design software solutions to address real institutional problems. The methodology integrates user-centered design, stakeholder interviews, iterative prototyping, and formal IEEE documentation. Unlike traditional group-based or simulated projects, this approach emphasizes student autonomy, direct engagement with real stakeholders, and the contextualization of software requirements within the university environment. The results show improvements in technical competencies, communication skills, and social responsibility. Students developed diverse solutions ranging from academic support systems to service optimization platforms, all validated through iterative feedback. This experience contributes to educational innovation by demonstrating how the integration of real-world project development into the formal curriculum can enhance learning outcomes while fostering alignment with modern engineering education standards. The structured use of PBL not only strengthens student engagement and autonomy but also serves as a model for curricular redesign that bridges academic training with institutional needs and stakeholder collaboration. The paper concludes by analyzing the alignment of this strategy with international accreditation standards and highlighting its potential for replication and curricular integration in engineering education.

Instituciones: Universidad de Ciencias y Humanidades