Over the past decades, there has been a remarkable shift from teacher-centred to student-centred learning, emphasising the learner's active role in knowledge construction. One significant approach within this paradigm is project-based learning, which engages students through real-world problems. This method is widely believed to enhance motivation by making learning more relevant to students' future professions. The facilitative role of teachers in such approaches also supports students’ autonomy, fostering motivation. However, research highlights challenges such as lack of participation, difficulties in group work, and mixed outcomes regarding motivation compared to traditional teacher-centred methods. Studies show that project-based learning has more significant positive effects in STEM disciplines, particularly in single-course implementations. These findings offer a balanced view of its influence on student motivation and academic performance.

In higher education, the shift towards competency-based learning has also required substantial changes in the adopted teaching methodologies. In Spain, regulations demand the acquisition of specific competencies in some Degrees, critical for ensuring a suitable professional practice. While many competencies rely on theoretical knowledge, their effective acquisition often requires practical application. This has created a need for methodologies that integrate theory and practice. However, limited teaching hours, heavy workloads, and the need to adapt assessment systems often hinder practical experimentation, restricting skill development. These issues are evident in the Degree in Agrifood Engineering at the University of the Balearic Islands, regulated by the Ministerial Order CIN/323/2009.

A new project-based learning methodology has been implemented in the subject ‘Topography’ to address these challenges. This single-course intervention aims to enhance competency acquisition and improve academic outcomes. The methodology comprises several key components:
(a) projects are grounded in real-world contexts and theoretical knowledge;
(b) students plan and execute tasks autonomously, provided deadlines are met;
(c) collaboration with peers is essential; and
(d) the learning-by-doing approach integrates theory and practice.

Furthermore, the competency-based framework ensures that numerical grades remain aligned with competency achievement, allowing for a direct comparison of the new methodology’s effectiveness with the previous one. The results show that implementing this new methodology has significantly improved student motivation and competency acquisition in ‘Topography’, as reflected in higher final grades. Additionally, the approach has positively influenced academic performance across all academic years, demonstrating its effectiveness in addressing the limitations of traditional methodologies.

Keywords: Project-based methodology, topography, learning-by-doing, agricultural engineering, student motivation.