Innovative Teaching Strategies in Hydrology Education: Application of Flipped Classroom and Problem-Based Learning in Civil Engineering Training in Cuba, Peru, and Mozambique
Keywords:
Flipped Classroom, Problem-Based Learning, Hydrology, Civil Engineering, Pedagogical InnovationAbstract
This study develops an innovative pedagogical model that integrates Flipped Classroom (FC) and Problem-Based Learning (PBL) to optimise the teaching of hydrology in civil engineering programmes. The research, which adopts an applied approach and a quasi-experimental design, was conducted over a period of ten years at three universities: a public one in Cuba (UC), a private one in Peru (UP), and another public institution in Mozambique (UM). The application of the FC-PBL model demonstrated reliability and validity in the measurement instrument, and normality tests revealed statistically significant differences compared to the traditional approach. The results reflected a higher level of student satisfaction, as well as improvements in the development of generic skills and the degree of learning achieved, with percentages of 89.92% at UP, 80.12% at UC, and 46.14% at UM. It is concluded that the FC-PBL pedagogical model represents a teaching strategy with great potential to strengthen the training of civil engineers within the context of 21st-century higher education.
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