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

Author

Listed:
  • Miguel Antonio Soplin Pastor

    (Faculty of Chemical Engineering, National University of the Peruvian Amazon, Iquitos 16001, Peru)

  • Melany Dayana Cervantes-Marreros

    (Faculty of Chemical Engineering, National University of the Peruvian Amazon, Iquitos 16001, Peru)

  • José Dilmer Cubas-Pérez

    (Faculty of Chemical Engineering, National University of the Peruvian Amazon, Iquitos 16001, Peru)

  • Luis Alfredo Reategui-Apagueño

    (Faculty of Chemical Engineering, National University of the Peruvian Amazon, Iquitos 16001, Peru)

  • David Tito-Pezo

    (Faculty of Chemical Engineering, National University of the Peruvian Amazon, Iquitos 16001, Peru)

  • Jhim Max Piña-Rimarachi

    (Faculty of Chemical Engineering, National University of the Peruvian Amazon, Iquitos 16001, Peru)

  • Cesar Adolfo Vasquez-Perez

    (Faculty of Chemical Engineering, National University of the Peruvian Amazon, Iquitos 16001, Peru)

  • Claudio Leandro Correa-Vasquez

    (Faculty of Chemical Engineering, National University of the Peruvian Amazon, Iquitos 16001, Peru)

  • Jose Antonio Soplin Rios

    (Faculty of Chemical Engineering, National University of the Peruvian Amazon, Iquitos 16001, Peru)

  • Lisveth Flores del Pino

    (Center for Research in Chemistry, Toxicology and Environmental Biotechnology, National Agrarian University La Molina, Lima 15024, Peru)

  • Amilton Barbosa Botelho Junior

    (Department of Materials Science and Engineering, Massachusetts Institute of Technology, Cambridge, MA 02139, USA)

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.

Suggested Citation

  • Miguel Antonio Soplin Pastor & Melany Dayana Cervantes-Marreros & José Dilmer Cubas-Pérez & Luis Alfredo Reategui-Apagueño & David Tito-Pezo & Jhim Max Piña-Rimarachi & Cesar Adolfo Vasquez-Perez & Cl, 2025. "Project-Based Learning at Universities: A Sustainable Approach to Renewable Energy in Latin America—A Case Study," Sustainability, MDPI, vol. 17(12), pages 1-15, June.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:12:p:5492-:d:1678945
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