Students receive more and more stimuli outside the classroom, making it difficult for them to concentrate and engage, while faculty face greater challenges in capturing their attention. To address this challenge, the Master of Architecture's "Energy and Architectural Space" course takes an innovative approach centered on ceramics. Through a ceramic competition, students explore its application in construction and architectural design, enhancing it not only as a traditional material, but also as a sustainable and creative solution. This approach encourages active participation and dynamic learning in class.

Knowing the properties of ceramics in construction provides students with a first experience with a key material in the Mediterranean tradition and their future architectural practice (García-Peñalvo & Seoane Pardo, 2015; Moreno, Iveth; Muñoz, Lilia; Serracín, José Rolando; Quintero, Jacqueline; Pittí Patiño, Kathia; Quiel, 2012). Several studies have analyzed this innovative approach to teaching (Gorbaneff & Cancino, 2009). The integration of group competitions encourages collaborative work, creativity and active participation, benefiting both students and teachers by improving educational quality (Llobet et al., 2015).

The project-based learning methodology develops key skills by confronting students with real architectural challenges. Working with ceramics in a competitive context enhances their technical and creative abilities, fostering collaboration and innovation. This hands-on approach strengthens academic training and prepares students for the workplace. It emphasizes practical work, promoting experimentation, active learning, and realistic problem-solving. The teacher acts as a facilitator, guiding and supporting students throughout the project development process (Llobet et al., 2015; Pantoja Castro & Papahiu, 2013; Coca, 2014).

This challenge allows students to apply their knowledge in a creative and competitive environment, reinforcing hands-on learning, teamwork and problem solving. By linking learning to a concrete challenge, it fosters their involvement and preparation for professional practice.

To evaluate the methodology, surveys will be applied to measure the perceived benefits and challenges, analyzing the impact of the contest on the understanding of content and the development of competencies. The results will be compared with previous studies to assess how ceramics has enhanced participation and the practical application of knowledge.

The conclusions will determine the effectiveness of the contest as an educational tool, its impact on technical skills, teamwork and motivation. In addition, improvements will be proposed for future editions and will contribute to the debate on active methodologies in higher education.

Acknowledgement:
We would like to highlight the support of the Research Network "ARCHITECTURE AND SUSTAINABILITY: A LABORATORY OF IDEAS", ICE Network 2024-2026 with code 6120.

Keywords: Ceramics, Competition, Architecture, Teaching Innovation.