Student perceptions of strengths and barriers in collaborative projects with community impact in System Engineering

Abstract

This study analyzes the perceptions of students in the Information Systems Engineering major at Bluefields Indian and Caribbean University (BICU) regarding collaborative project work, within the framework of integrating collaborative project-based learning into the curriculum from a community and intercultural perspective. The objective was to characterize the strengths and limitations that students identify in their experience with collaborative projects developed in key fifth-year courses. The research was conducted under an interpretive paradigm, with a qualitative approach of descriptive-analytical scope, using a non-probabilistic convenience sample of 20 students, 13 of whom participated in a survey with open and closed questions, supplemented by a focus group. The results show that students recognize the potential benefits of collaborative work as improved content comprehension, development of communication skills, better teamwork, and increased motivation when projects are linked to issues affecting the Caribbean Coast. Among the limitations identified are the unequal distribution of tasks, a lack of commitment from some members, difficulties in coordinating schedules, and challenges associated with the linguistic and cultural diversity of the classroom. It is concluded that collaborative project work has high educational potential, but requires clear guidelines for team management, evaluation criteria that consider both individual and group contributions, and a more intentional design of projects that are aligned with the university's community and intercultural context.