University teaching has traditionally been focused on lectures by the teaching staff, where students complement their learning by solving exercises to prepare for the final exam. However, this approach can lead to difficulties in attention (loss of interest) and student engagement, leading to decreased attendance at practical sessions and a decline in academic performance. To address this problem, an active teaching model was implemented in two Coastal Engineering subjects at the Degree and Master level, combining Project-Based Learning with debate dynamics. The methodology promoted individual research and collective discussion, facilitating the development of critical thinking and collaborative work. In the activity, each student investigated coastal risks, policies and climate change protection strategies implemented in an assigned country, based on official and scientific sources (ministerial websites, scientific articles and press clippings) provided by the professor. Subsequently, a teacher-led debate was held in the classroom, in which participants analyzed and compared the effectiveness of the regulations and strategies in different contexts (advantages and disadvantages). To conclude, the students completed a collective evaluation in a shared Excel file, where aspects were assessed and scored from 1 to 5. Also, they prepared a group report with a critical assessment of the analyzed policies (strengths and weaknesses) and proposals for improvement. The results reflect an increase in the students' critical, reflective and communicative capacity on the subject studied, as well as greater interest and competitiveness in the learning process by having to defend their assigned country in front of all their classmates. It is concluded that this approach can be adapted to other disciplines, especially theoretical ones, improving student motivation and commitment.

Keywords: Active methodologies, Project-based learning, Environmental engineering, Climate change, Policies.