Case Study of Design and Practice of Project-Based Learning in Collaboration with Communities at Universities

Abstract

This study focuses on the design and implementation of university courses in collaboration with local communities with the objective of providing strategies to address challenges in project-based learning from the perspective of university teachers. Qualitative analysis of descriptions of class practice revealed that teachers’ roles and skills evolved at varying stages. The teachers emphasized the early establishment of project goals in lesson design and the importance of sharing educational goals with external stakeholders for effective time management. The study concludes by discussing future considerations, including the need to accumulate case studies and analyze them from the perspectives of external stakeholders, considering the limitations inherent in case study analyses.