Project-Based Learning, Face-to-Face vs. Virtual, and the Acquisition of Competencies for Community Social Work

Abstract

This paper analyzes the implementation of Project-based Learning (PBL) in the university teaching of Community Social Work, comparing the face-to-face and virtual modalities. The students' perception of the project’s methodology and organization is studied, as well as the acquisition of curricular competences obtained through it. A total of 225 students studying for the Degree in Social Work at the University of Alicante (Spain) participated. The study adopted a quantitative descriptive-explanatory approach, using the questionnaire as its data collection technique. Data analysis was univariate and bivariate, and the results reflect an optimal development of the experience at both the organizational and pedagogical levels. The students appreciated not only how it was carried out, but also the impact it had on their learning, with the virtual modality receiving more positive assessments with reference to most of the variables analyzed. In addition, the pupils expressed a willingness to participate in continuations of the program, should there be any. In light of the results, is concluded that PBL is an adequate method for teaching Community Social Work.

Received: 15 May 2025 / Accepted: 19 October 2025 / Published: 05 November 2025