Percepciones docentes y diagnóstico institucional sobre la enseñanza de emprendimiento mediante el Aprendizaje Basado en Proyectos (ABP) en el Bachillerato de Amazonía ecuatoriana

Abstract

Abstract: This research, entitled Teachers Perceptions and Institutional Diagnosis on the Teaching of Entrepreneurship through Project-Based Learning (PBL) in Ecuadorian Amazon High School, was developed from a qualitative exploratory approach, using a single case study design and an inductive analysis method. The objective was to diagnose the current situation of entrepreneurship education through the Project-Based Learning methodology and to propose a pedagogical guideline with an intercultural approach to strengthen its implementation at the high school level, through semi-structured interviews with teachers and school administrators. The results show that PBL is valued as a relevant active methodology, as it promotes meaningful learning. However, several limitations were identified, including a lack of teaching resources, economic barriers, limited specific teacher training, and weak institutional articulation. Likewise, the sociocultural context influences both the opportunities and the resistance toward entrepreneurial initiatives, conditioning students motivation and participation. It is concluded that the implementation of PBL in entrepreneurship education requires a contextualized, intercultural, and sustainable approach.