This work presents the experience and preliminary results of an Innovation and Educational Transfer Project, implemented in modules belonging to Engineering and Architecture degree programmes at the University of La Laguna during the 2024/25 academic year. The project aims to enhance the teaching-learning process through the integration of active methodologies, primarily Project-Based Learning and the Flipped Classroom approach, alongside a formative assessment system.

During implementation, a variety of educational materials (learning capsules, guidelines) have been developed and organised, accessible via the virtual classrooms of the participating modules, in order to foster students’ autonomy and self-regulation. This strategy has enabled students to manage their own learning in a flexible manner, tailored to their individual needs.

Classroom activities have focused on the collaborative resolution of practical cases and essays, with the lecturer acting as a facilitator, promoting interaction, cooperative learning, and the application of knowledge in real-world contexts. At the same time, a formative assessment strategy based on rubrics has been implemented, incorporating processes of peer- and self-assessment, thus enabling continuous feedback and the progressive improvement of the competencies developed.

Preliminary results indicate that, overall, students perceive active assessment methodologies as beneficial to their learning process. The majority consider that the processes of self- and peer-assessment of the proposed exercises have helped them to identify both their strengths and areas for improvement, as well as to enhance their understanding of the content.

This experience has led to an improvement in both practical and transversal competencies and demonstrates that the combination of active methodologies and formative assessment makes a significant contribution to the quality of learning in technical degree programmes, promoting the development of competencies aligned with current technical professions.

Keywords: Active methodologies, Project-Based Learning, Flipped Classroom, Formative assessment, Transversal competencies.