AN ANALYSIS OF PROJECT METHODOLOGIES IN HIGHER EDUCATION DESIGN SCHOOLS

Abstract

To achieve this, a qualitative approach was adopted through semi-structured interviews with teachers and students, complemented by direct classroom observation. The objective was to identify the phases of the project process and the methodological particularities in solving design problems.

The analysis reveals that all specialties share a common protocol for addressing design problems. However, each area adapts this framework to its specific needs, incorporating tools and strategies that optimize project development according to its nature.

These findings confirm the coexistence of a general methodological framework and particular variations that enhance project practice. Flexibility stands out as a key element to ensure logical and creative solutions, reinforcing the relevance of project-based learning in design education.