Integrating Project-Based and Community Learning for Cross-Disciplinary Competency Development in Nutrient Recovery

This study presents a vertically integrated Project-Based Learning (PBL) and Community-Based Learning (CBL) framework that connects postgraduate and undergraduate programs in Applied Chemistry and Agricultural Engineering. Postgraduate students synthesized zeolite-based materials for nutrient recovery, which were subsequently applied by undergraduate students in field trials conducted in collaboration with rural farming communities. The project was evaluated using rubrics, surveys, focus groups, and reflective journals. Results demonstrated substantial development of technical, communication, and critical thinking skills, with students highlighting the value of linking theory to practice. Community feedback confirmed the perceived benefits of the material for soil improvement and fertilizer efficiency, while also underscoring the need for sustained engagement. Despite challenges such as curricular coordination and resource constraints, the model effectively fostered interdisciplinary learning and social impact. These findings highlight the contribution of this sequentially instructional design to STEM education by connecting research, teaching, and outreach within a constructivist, sustainability-oriented approach.