Abstract

RIMACHI GONGORA, Sonia Maribel  and  CABRERA SANTA CRUZ, Maria Julia. EFFECTIVENESS OF PROBLEM-BASED LEARNING IN RESULTS-BASED MANAGEMENT: A SYSTEMATIC REVIEW OF EDUCATIONAL EVIDENCE. Aula Virtual [online]. 2025, vol.6, n.13, e614.  Epub Jan 23, 2026. ISSN 2665-0398.  https://doi.org/10.5281/zenodo.18185375.

Integrating Problem-Based Learning (PBL) into educational programs guided by a results-based management approach presents both a challenge and an opportunity to transform teaching processes toward evidence-based models focused on competency achievement. This systematic review aimed to evaluate the effectiveness of integrating PBL methodologies into educational programs using a results-based management approach, in order to determine its impact on skills development and improved academic performance. The PRISMA method was applied to identify, analyze, and synthesize empirical studies published between 2020 and 2025 in indexed databases, selecting research that measured the relationship between PBL, competency acquisition, and results-based assessment. The findings revealed that PBL significantly fosters autonomy, critical thinking, communication, and self-regulation, as well as strengthening the coherence between learning objectives, pedagogical strategies, and performance assessment. Taken together, the results confirm that integrating Problem-Based Learning (PBL) with results-based management is an effective strategy for improving educational quality, promoting meaningful learning, and enhancing employability. This study concludes that adopting PBL within results-oriented educational management models contributes to comprehensive, relevant, and sustainable education in contemporary society.

Keywords : Problem-Based Learning; educational competencies; results-based management; pedagogical effectiveness; meaningful learning.

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