Active learning methodologies in the teaching of Environmental Sciences in engineering education: an experience with podcasts and peer assessment

Abstract

This article aims to analyze a pedagogical experience developed in the Environmental Sciences course within engineering education, integrating active learning methodologies, sustainability, and digital technologies. The proposal consisted of an activity in which students, organized into small groups, researched topics related to sustainable cities and smart cities, articulating theoretical foundations, concrete examples, and the Sustainable Development Goals of the 2030 Agenda. Methodologically, the study adopted a qualitative, applied approach, with a pedagogical experience report design. Students produced thematic podcasts, with a maximum duration of 15 minutes, presenting the results of their research. These productions were assessed through peer assessment based on previously defined criteria. The results indicate high levels of student engagement, solid conceptual understanding of the topics addressed, and the ability to articulate technical, environmental, and social aspects. The production of podcasts fostered conceptual synthesis, the development of communication skills, and critical reflection, while peer assessment contributed to the improvement of the productions and to shared responsibility in the assessment process. As its main contribution, the study highlights the potential of integrating active learning methodologies, environmental education, media production, and collaborative assessment to strengthen engineering education in line with national curricular guidelines and contemporary demands for sustainability and pedagogical innovation.