The university system has undergone significant transformation in recent years. This change is reflected in the structure of university education, which is defined by the accreditation of degree programs by administrative authorities. In the case of engineering education, this process is fundamental to ensuring the quality of higher education and the facilities designed by future engineers. Engineering education has focused on developing relevant competencies for students, facilitating their employment and active participation in society.

In the field of engineering education, teaching methodologies play a crucial role in the development of skills and competencies. One of the methodologies that can be employed in engineering education is Project-Based Learning (PBL). This methodology encourages the collaborative problem-solving of real or simulated issues. Students work in groups to analyze complex situations, apply theoretical knowledge, and develop problem-solving skills.

This paper presents the teaching experience carried out in the training in Electrical Engineering program at the Technical State University of Quevedo, where PBL is integrated into engineering degree subjects. For this experience, the courses "Power Electronics Applications" and "Industrial Automation and Communications," which are situated at the final stage of the degree program, were selected. These courses require a certain level of student maturity and are fundamental to the professional development of the students. In this context, the innovative methodologies employed to enhance the teaching-learning process will influence students' proactive attitudes. Additionally, the problems presented to the students are related to a real research project that evaluates different solar tracking strategies to improve the energy efficiency of a photovoltaic installation.

The experience has been very satisfactory for the group of students, as they have also been able to evaluate aspects such as the energy needs of the community and the relevance of incorporating renewable energy into the sustainable development of the country. Project-Based Learning allows instructors to provide a comprehensive and practical education that ensures graduates are equipped to contribute significantly to important aspects such as sustainable development and energy efficiency in the country.

Acknowledgements:
The authors would like to thank the Teaching Innovation and Improvement Plan (MIMED-UJA 2021) for the concession of the project ABPSF ‐ Project and Problem-Based Learning (PBL) with the support of informative pills and software tools in Renewable Energy subjects (reference: PIMED42_202123).

Keywords: Project-Based Learning (PBL), practical education, teaching experience.