Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers

Our inferential analyses revealed significant differences based on teachers' sex and years of experience with regard to the use of PBL methodology. Male teachers have more favourable opinions about school contextualization and the teacher's role (p < 0.05). Teachers with more years of experience have more favourable opinions for all variables (school contextualization, project characteristics, teacher's role, tools used, student's role, and results obtained).