Effectiveness of Collaborative Learning in Engineering Degrees: Improvement of Professional Skills

In twenty-first century university education, transversal competencies have become essential in study plans, focusing on the development of fundamental skills for employability. This article addresses the concept of collaborative learning within an experience of teaching innovation implemented in a subject that recognizes professional competencies. Its main objective is to prepare future professionals with skills that are coherently integrated into the context of the subject, thus enriching the curriculum with transversal competencies. The research presents and analyzes the educational benefits, as well as the form of interaction and the personal attitude of the participants, who assume responsibility for their actions, learning, skills, and contributions. The methodology followed involves organizing students into subgroups to carry out practical activities, followed by the application of questionnaires that collect quantitative and qualitative information. This information is subsequently analyzed using frequencies, means, and standard deviations. The results of the study examine the benefits, difficulties, and development of collaborative work activities, as well as their impact on student learning. The most appropriate organizational modalities and their relevance for professional activity, among other aspects, are explored. In the conclusions, it is highlighted that collaborative work facilitates interaction and fosters autonomy and interrelation, with evaluative benefits and in the acquisition of fundamental professional competencies and skills for students of technical careers. In addition, it contributes significantly to improving the quality of teaching by representing an excellent training opportunity by incorporating skills and content into learning.