<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592025000100001</article-id>
<article-id pub-id-type="doi">10.19053/uptc.22160159.v16.n44.2025.15957</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Evaluation of Problem-Based Learning in Rural University Education: Student Perception on Inclusiveness]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación del Aprendizaje Basado en Problemas en la Educación Universitaria Rural: Percepción de los Estudiantes sobre la Inclusión]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação da Aprendizagem baseada em Problemas no Ensino Universitário Rural: Percepções dos Alunos sobre a Inclusão]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Sáenz]]></surname>
<given-names><![CDATA[Carolina María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá Cundinamarca]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>44</numero>
<fpage>1</fpage>
<lpage>19</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592025000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592025000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592025000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Colombia, the rural population experiences difficulties in accessing higher education and suffers from high dropout and low graduation rates due to its socioeconomic challenges, difficult-to-reach locations, and low-quality secondary education, thereby generating inequality and exclusion. This study explores how project-based learning (PBL) affects the sense of inclusion for rural students in higher education, an area with limited existing research. Specifically, it examines the perceptions and experiences of students in the Special Program of Admission and Academic Mobility (PEAMA) at the Universidad Nacional de Colombia SUMAPAZ campus and how this teaching method impacts their inclusion. The data from the semi-structured interviews with open questions was analyzed through thematic analysis, and three key themes related to inclusion were identified: aspirations and opportunities, adaptation, and problem-solving attitudes. These topics allowed us to conclude that the students are grateful for the inclusion opportunity that the Program offers them, since without it, they would not have had access to Higher Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En Colombia, la población rural experimenta dificultades para acceder a la educación superior y sufre de altas tasas de deserción y baja graduación debido a sus retos socioeconómicos, lugares de difícil acceso y baja calidad de la educación secundaria, generando así desigualdad y exclusión. Este estudio explora cómo el Aprendizaje Basado en Proyectos (ABP) afecta al sentido de inclusión de los estudiantes rurales en la Educación Superior, un área con escasa investigación existente. Específicamente, examina las percepciones y experiencias de los estudiantes del Programa Especial de Admisión y Movilidad Académica (PEAMA) de la Universidad Nacional de Colombia campus SUMAPAZ y cómo este método de enseñanza impacta su inclusión. Los datos de las entrevistas semiestructuradas con preguntas abiertas se analizaron mediante análisis temático, y se identificaron tres temas clave relacionados con la inclusión: aspiraciones y oportunidades, adaptación y actitudes para resolver problemas. Estos temas permitieron concluir que los alumnos agradecen la oportunidad de inclusión que les ofrece el Programa, ya que sin ella no habrían tenido acceso a la Educación Superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na Colômbia, a população rural tem dificuldades de acesso ao Ensino Superior e sofre com altas taxas de evasão e baixas taxas de graduação devido a seus desafios socioeconómicos, locais de difícil acesso e baixa qualidade do ensino médio, gerando assim desigualdade e exclusão. Este estudo explora como a Aprendizagem Baseada em Projetos (ABP) afeta o senso de inclusão dos alunos rurais no Ensino Superior, uma área com poucas pesquisas existentes. Especificamente, ele examina as percepções e experiências dos alunos do Programa Especial de Admissão e Mobilidade Acadêmica (PEAMA) no campus SUMAPAZ da Universidade Nacional da Colômbia e como esse método de ensino afeta sua inclusão. Os dados das entrevistas semiestruturadas com perguntas abertas foram analisados por meio de análise temática, e foram identificados três temas principais relacionados à inclusão: aspirações e oportunidades, adaptação e atitudes de resolução de problemas. Esses temas levaram à conclusão de que os alunos apreciam a oportunidade de inclusão oferecida pelo Programa, sem a qual eles não teriam acesso ao ensino superior.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[rural population]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[thematic approach]]></kwd>
<kwd lng="en"><![CDATA[solving problems]]></kwd>
<kwd lng="en"><![CDATA[autonomous learning]]></kwd>
<kwd lng="es"><![CDATA[población rural]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[enfoque temático]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autónomo]]></kwd>
<kwd lng="pt"><![CDATA[população rural]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[abordagem temática]]></kwd>
<kwd lng="pt"><![CDATA[foco temático]]></kwd>
<kwd lng="pt"><![CDATA[resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem autônomo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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