The incorporation of active learning methodologies in higher education has transformed traditional teaching approaches, fostering more inclusive, collaborative, and student-centered learning environments. Among these methodologies, interactive groups have gained recognition as an effective strategy to improve student engagement, knowledge acquisition, teamwork, and inclusivity. This method involves forming heterogeneous student teams, where learners collaborate on structured activities under the guidance of faculty members or external volunteers. By fostering peer interaction, dialogue, and mutual support, interactive groups create a dynamic learning space where students actively participate in their knowledge-building process rather than passively receiving information.

This study explores the implementation of interactive groups in the Project Management course of the Computer Engineering degree at the University of Valencia. The main objectives were to evaluate their impact on student motivation, knowledge retention, teamwork skills, transversal competencies, and overall classroom inclusivity. To achieve these goals, five collaborative learning activities were designed, incorporating problem-solving tasks and peer discussions. A mixed-methods approach was employed to assess the effectiveness of the methodology, combining student surveys and direct classroom observations to gather qualitative and quantitative data.

The results reveal a high level of student satisfaction, with over 90% of participants reporting significant improvements in their understanding of course content, engagement in learning, and ability to collaborate effectively in teams. Additionally, students highlighted that working within interactive groups helped them develop essential skills such as critical thinking, problem-solving, and communication, which are highly relevant in professional and academic settings. Furthermore, the study demonstrated that interactive groups contribute to a more equitable and inclusive learning environment, allowing students from diverse backgrounds to actively participate and benefit from peer support.

However, some challenges were identified during implementation. The most notable issues included balancing workload distribution among group members, managing time effectively within activities, and ensuring that all students contributed equally. Addressing these challenges will require further refinement of the methodology, including better task structuring and enhanced facilitation techniques.

These findings contribute to the growing body of research on active methodologies in higher education, reinforcing the scalability and adaptability of interactive groups in different academic disciplines. By bridging the gap between theoretical knowledge and practical application, this approach proves to be a powerful tool for fostering engagement, collaboration, and deeper learning experiences in university settings. Future research should focus on long-term assessments of its impact across various educational contexts, exploring how digital tools and hybrid learning environments can further enhance the effectiveness of interactive groups.

Keywords: Interactive groups, active learning, teamwork, student engagement, higher education, inclusivity, peer collaboration.