Abstract

PEREZ, Orlando. Educational innovationusing PBL methodologies in 3 universities in Paraguay. Rev. Int. Investig. Cienc. Soc. [online]. 2021, vol.17, n.2, pp.279-304. ISSN 2226-4000.  https://doi.org/10.18004/riics.2021.diciembre.279.

This case study describes how the institutional and personal culture of the actors involved in the processes and dimensions of education alinnovation influence by incorporating Problem-Based Learning and Project-Based Learning strategies, in 3 universities in Paraguay during the period 2017 to 2020. The dimension sstudied are: Origin of innovations, Leadership of people, Phases and strategies of theprocess, Values ​​of those involved, Resistance and obstacles to change, Impact and Financing of the innovationprocess; and emerging systemic cultures from the pedagogical perspective. The results indicate that organizational culture is a great conditioning factor of innovation processes, thatsometeachers are the origin and leaders of change processes, with great commitment and over coming institutional, student and faculty resistance. It is concluded that the institutions do not consider innovation as a strategicasset, actingreactively to changes and that the institutional culture does not provide the right environment for the implementation of innovations, which is why these are emerging and endogenous. It is recommended that institutions incorporate innovation processes in to strategic, development and improvement plans, also generating internal and permanent spaces for training and support for innovation.

Keywords : Pedagogical innovation; PBL learning strategies; Management of educational change; Postgraduate university degrees; Multiple case studies.

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