Methodology learning by doing in the professional figure agricultural production

Abstract

Introduction: The "learning by doing" methodology is a constructivist approach that integrates theory and practice, promoting meaningful learning, autonomy, problem solving and technical skills. Objectives: The article analyzes the implementation of the "learning by doing" methodology in agricultural technical training, highlighting its impact on the development of technical and practical skills in students. Methodology: This methodology, based on constructivism, combines theory and practice to promote meaningful learning, autonomy, and problem-solving. Using a mixed methodological design, data were collected through surveys, interviews and documentary analysis in technical institutions in Ecuador. Results: The findings reveal a partial alignment between the training content and the required competencies, limitations in resources and infrastructure, and the need for pedagogical training for teachers. However, practical activities contribute significantly to the graduation profile, favoring skills such as teamwork and decision-making. The proposal includes contextualized agricultural projects, continuous evaluation, and strategies to integrate technology and promote community engagement. Conclusions: The study concludes that the "learning by doing" methodology is essential to face the educational and social challenges of the agricultural sector, providing comprehensive training that connects students with real problems and prepares competent future professionals. The importance of strengthening institutional resources, improving teacher training, and redesigning the relationship between theory and practice to maximize the benefits of this pedagogical strategy is emphasized. This research provides evidence for the improvement of the teaching-learning process in agricultural technical education. General area of study: Education. Specific area of study: Technical Education. Type of item: original.