Scientific production in Project-based learning related to the arts. A bibliometric analysis

Abstract

Introduction: In education, there is a trend towards more competency-based approaches, with the arts being employed to structure the teaching-learning process through active methodologies. This has propelled interdisciplinary didactic proposals based on Project-Based Learning linked to the arts. The objetive of this study is to analyse the basic descriptive metrics of scientific production related to the presence of arts in Project-based learning. Method: To do so, a bibliometric study has been carried out based on works indexed in the Scopus database related to the binomial "project-based learning" and "arts", in a time period from 1998 to 2022. Results: The metrics used demonstrate that it is from the year 2014 when this topic starts to arouse increasing interest among researchers, with American and Spanish institutions leading as the most productive. The studies featured in journals of Social Sciences, Engineering, and Computer Science stand out, focusing on the development of skills and competencies through multidisciplinary work. The indicators obtained show that Project-based learning related to the arts is a robust didactic methodology and a good option for addressing the educational challenges of the 21st century.