Participatory Learning through “participation, action, research” ( PAR ) for the design of bioclimatic solar protection prototypes for the PUCEM campus

Abstract

This study explored the effectiveness of the Participatory Action Research (PAR) methodology in the Bioclimatic Design course within the Architecture program at the Pontifical Catholic University of Ecuador, Manabí campus. The primary objective was to analyze how the PAR approach—through the construction of a solar protection prototype—enhances student engagement, conceptual understanding, and overall learning outcomes. Findings from a survey conducted with 13 students revealed a strong appreciation for the PAR methodology, particularly in its capacity to foster active participation and deepen conceptual comprehension. A significant majority of students expressed agreement or strong agreement regarding these positive impacts. Regarding the prototype construction, students consistently identified the experience as meaningful, emphasizing its relevance to and reinforcement of theoretical concepts addressed in class. In conclusion, PAR emerges as a valuable pedagogical strategy for teaching bioclimatic design, especially by bridging the gap between theoretical knowledge and practical application. However, areas for improvement were identified—particularly in collaborative work management and the provision of timely feedback—which suggest promising avenues for further research and refinement of the methodology’s implementation.