PROBLEM-BASED LEARNING IN VIRTUAL ENVIRONMENTS FOR TEACHER TRAINING IN EDUCATIONAL RESEARCH

Abstract

The research skills of future Computer Science teachers at the Marta Abreu de Las Villas Central University (Cuba) are formed and developed by identifying and solving problems within an educational context. Based on the challenges in teacher training, this study aimed to design didactic procedures to structure virtual environments for Educational Research Methodology (ERM) using Problem-Based Learning (PBL) as a strategy. The research employed a mixed-methods design with a three-stage systematization of experiences (2023-2024) and involved students and teachers, using a multi-stage purposive sampling. Through a methodological triangulation that included document analysis, participant observation, student portfolios, questionnaires validated by experts, and analysis of learning products, a procedure was developed to adapt the teaching of ERM to virtual platforms. The results showed a significant improvement in skills for searching and managing scientific information, mastery of bibliographic managers, an increase in collaborative work, and high participant satisfaction. The experience was positively validated by external evaluators, highlighting its potential to transform teacher research training, although limitations were identified in the development of oral communication competencies. The study provides a replicable procedure for integrating PBL into virtual learning environments in higher education.