IBPT: An Approach to Promote Research and Technological Competencies in Higher Education

Abstract

The Problem- and Technology-Based Research (IBPT) approach constitutes an innovative pedagogical model designed for first-year university students, with the objective of strengthening research and technological competencies through the integration of technological resources, problem-solving, and formative research. The aim of this research was to introduce and validate IBPT as a viable option for higher education by evaluating its effects on the gradual enhancement of research skills among 73 first-year engineering and nursing students at a public university in Peru. A quasi-experimental pretest-posttest methodology was utilized, incorporating a questionnaire designed according to the four phases of IBPT: understanding the problem, planning activities, executing tasks, and reviewing solutions. The findings revealed significant improvements in research competencies, particularly in activity execution and solution review, while more moderate progress was observed in problem comprehension and activity planning. In conclusion, IBPT emerges as an effective alternative for integrating problem-solving and technological resources in higher education, fostering the acquisition of research competencies and laying the groundwork for the consolidation of advanced research skills, essential for academic knowledge production and professional development in later stages.

1. Introduction

The cultivation of research skills among university students poses a significant challenge for higher education institutions, particularly in the fields of engineering and science. These disciplines require robust problem-solving abilities and the capacity to create technological solutions [1,2]. However, many educational programs still primarily focus on delivering declarative knowledge, methodologies, and tools while neglecting to explicitly develop problem-solving skills as an essential aspect of student training [3].

At present, various pedagogical strategies are employed to encourage formative research. This includes collaborative projects, essays, monographs, case studies, Project-Based Learning (PjBL), and Problem-Based Learning (PBL). These approaches aim to enhance students’ understanding of complex concepts within science, technology, engineering, and mathematics (STEM) [4]. Moreover, integrating computational thinking with inquiry-based learning (IBL) has been utilized in curriculum design to foster exploration and scientific inquiry among students [5].

In addition to PBL, PjBL, and IBL methods, there are alternative approaches proposed for solving problems [6,7,8]. Each problem is unique; therefore, no single method guarantees resolution. Instead, multiple strategies exist which involve following specific sequences or phases. In engineering and science education, students frequently encounter intricate challenges requiring systematic methodologies similar to those used in technical or mathematical issues where clear structures become more critical than other methods such as PBL, PjBL, and IBL. This structured guidance enables novice learners address sophisticated problems logically step-by-step framework applicable across both mathematical situations along with technical contexts [9]. Such methodology aligns well with applied research aims within engineering emphasizing empowering learners detect errors refine techniques alongside continuously improving their development towards viable technical solution [10].

The ability to solve problems effectively involves not only technical skills but also research competencies, which integrate both declarative and procedural knowledge. Therefore, both components must be developed in an articulated and complementary way. Teaching the use of technological tools in isolation, without coupling them with a reflective process oriented toward formative research, significantly limits the educational impact and social relevance of learning [11].

Several studies highlight that formative research, when integrated with problem solving, enables students to construct mental models, question assumptions, and apply abstractions to real-world contexts [12,13]. This implies a shift from conceptual learning to practical application, where students not only gain knowledge but also acquire the ability to transform it into viable solutions through a systematic process involving understanding, planning, execution, and evaluation [14,15].

In today’s digital era, the incorporation of technological tools—such as sensors, electronic circuits, and visual programming platforms—is essential for preparing students to navigate a swiftly changing environment [16]. The utilization of these resources not only enhances the educational experience but also promotes independence, critical thinking abilities, and research skills that are deemed vital for training capable and socially responsible professionals [17,18].

This study poses the following research inquiry: Does employing the Problem- and Technology-Based Research (IBPT) methodology enhance research competencies among first-year university students? We propose that utilizing the IBPT approach improves these competencies by merging problem-solving techniques with readily available technology. Consequently, this research aims to introduce and validate the IBPT method as an innovative instructional strategy in higher education while assessing its effectiveness on cultivating research competencies among first-year engineering and nursing students through a quasi-experimental pretest–posttest framework.

2. Literature Review

2.1. Formative Research

In the current landscape, equipping professionals to address intricate and dynamic challenges necessitates the adoption of active, technology-focused approaches that encourage critical thinking, independence, and creativity [17,18]. From this viewpoint, formative research plays a pivotal role as it is recognized as a learning process that allows students to inquire into subjects, reflect on their understanding, and construct knowledge from the outset of their academic careers [19,20].

Cultivating research skills early in university education is crucial because it helps students develop essential competencies such as formulating problems, generating hypotheses, designing projects for implementation; analyzing results; and effectively communicating outcomes [21]. Engaging with research at an early stage not only enhances critical and analytical thought but also fosters autonomy and intrinsic motivation toward learning [22,23]. Research suggests that integrating investigations into curricula during initial phases encourages a favorable attitude towards science and technology while enhancing students’ preparedness to tackle real-world issues within their environments [2,24]. This approach lays the foundation for developing professionals who possess robust innovative capabilities committed to sustainability and social responsibility.

Formative research is conceptualized as part of teaching’s pedagogical function grounded in evidence-based educational practices tested across universities demonstrating effectiveness. Its execution demands coordinated collaboration among academic programs along with participation from both faculty members and students within respective disciplines [25]. Under this framework lies an educational model aimed at strengthening holistic training throughout higher education institutions [19], which includes promoting enhanced reading or writing abilities enabling engineering learners to produce work suitable for indexing purposes later on [20].

The arguments supporting formative research suggest viewing it as an integral aspect of pedagogy characterized by clear instructional goals developed under formally established curricular guidelines. It fundamentally consists first of being directed by educators fulfilling their teaching responsibilities while secondarily engaging participants who are still undergoing training rather than professional researchers themselves. Furthermore, there is significant emphasis placed on employing sound methodological strategies supported through scientific evaluation alongside ongoing feedback designed specifically to reinforce foundational investigative skills beginning early in college life—particularly within engineering disciplines [26,27].

As such, formative inquiry can be defined accurately now—as pedagogical methodology centered around interactive productive techniques where pupils assume proactive roles constructing personal understandings. This approach promotes profound learning achieved via exploration nurturing positive sentiments regarding inquiries coupled curiosity reflection critically Moreover, it endorses models cultivating capacity executing independent creative investigation processes [17].

Nonetheless, despite its advantages viewed primarily serving those new entrants embarking onto tertiary studies; it presents inherent limitations too. The tactics methods often employed may lack rigorous standards typical formal technological/scientific analyses Additionally they usually occur inside limited timeframes dictated curriculum—often spanning one semester (around sixteen weeks). Simultaneously applied tech resources hardware/software must align appropriately student cognitive levels [28,29].

2.2. Pedagogical and Didactic Strategy in Formative Research

Formative research is implemented with the overarching goal of preparing professionals capable of autonomous development, equipping them to engage in lifelong learning and to apply research methods that encourage problematization as well as the adoption of critical and creative thinking in relation to contextual realities and advancements in knowledge. Another significant contribution of formative research lies in its capacity to detect, from an early stage, students with higher intellectual abilities and strong academic orientation—that is, individuals with the potential to become future researchers.

Formative research is understood as a pedagogical and didactic strategy aimed at strengthening students’ research skills while simultaneously supporting the implementation of the pedagogical model of educational institutions. In this regard, it is expressed through diverse didactic approaches such as collaborative projects, faculty collectives, essays, monographs, case studies, seminars, and problem-based learning. All these modalities converge on the fundamental goal of fostering knowledge appropriation, promoting critical reflection, and encouraging active student engagement in the process of knowledge construction from the early stages of their academic training [30].

Moreover, formative research may involve the organization of seminars, the development of research processes in collaboration with faculty members, pedagogical practices for comprehension, integration of formative activities across all courses, collective communication exercises, awareness-raising activities, research progress evaluations, pilot testing of instruments, dissemination and discussion of findings, diagnostic assessments, portfolio building, teamwork, creativity workshops, individual and group problem-solving, formulation of research questions, interpretation of results, and dissemination as well as scientific writing workshops, among others [31].

In the education of students in engineering and science, formative research necessitates engaging pedagogical methods that not only aid in grasping theoretical concepts but also encourage the enhancement of discipline-specific technological, methodological, and attitudinal skills. In this regard, strategies such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Inquiry-Based Learning (IBL) have emerged as effective instructional approaches that bolster research training from the early stages of academic pursuits.

Both PjBL and PBL have demonstrated their efficacy in tackling real-world issues relevant to students’ environments, promoting essential competencies like problem-solving abilities, logical reasoning skills, and collaboration [4]. Additionally, these methodologies facilitate a more profound understanding of scientific and technological principles through hands-on experimentation and the creation of viable solutions [32].

Meanwhile, the IBL approach encourages students to formulate relevant questions, generate hypotheses, and collect empirical evidence, thereby strengthening analytical and reflective thinking. This strategy is particularly beneficial in courses that involve designing, modeling, or validating solutions, such as applied physics, automation, or electronics [5]. Recent research indicates that engaging in projects connected to real-world problems enhances key competencies among future professionals, including information organization, critical evaluation of sources, and effective communication of findings [9,33,34]. Additionally, IBL has been shown to stimulate scientific curiosity and foster active engagement with research, even in traditionally technical domains [35].

2.3. Research Competencies in Formative Research

Within the framework of formative research, research competencies constitute a central axis of students’ comprehensive education, as they foster the development of abilities directed toward critical understanding of the environment, problem formulation, and the pursuit of knowledge-based solutions. These competencies entail not only mastery of theoretical and methodological content but also the capacity to apply strategies of scientific inquiry in real and educational contexts [36]. Consequently, formative research operates as a pedagogical space where students go beyond learning how to conduct research, becoming reflective individuals capable of integrating knowledge to support both academic growth and professional development.

Research competencies are categorized into three primary dimensions: knowledge, skills, and attitudes/aptitudes. Knowledge encompasses both epistemological and methodological components as well as the subject matter itself, enabling students to grasp the principles underlying scientific research. Skills consist of cognitive, communicative, and technical capabilities necessary for data collection, analysis, interpretation of results, report preparation, and conveying findings effectively. Meanwhile, attitudes and aptitudes pertain to qualities such as motivation, responsibility, perseverance; autonomy; and critical thinking—attributes vital for maintaining an ethically committed research process with academic integrity [37].

In formative research contexts, enhancing research competencies is less about producing new knowledge than it is about promoting a deep understanding of essential concepts while cultivating an investigative mindset that lays the groundwork for more thorough scientific exploration in subsequent stages [38]. Therefore, it is imperative to strengthen research competencies from the outset of higher education to guarantee that university training remains critical-minded contextualized relevant socially.

Several scholars contend that research competencies encompass knowledge, skills, attitudes, and aptitudes, all of which underpin the development of scientific activity. Research competence is conceived as an integrative construct that combines knowledge, abilities, and dispositions directed toward the practice of research [39]. It involves, first, knowledge linked to scientific epistemology, research objects and topics, and the application of metacognitive strategies that enable students to understand the what, how, when, why, and purpose of the research process [40]. Second, it includes methodological, cognitive, and communicative abilities, ranging from data collection and analysis to report writing and the presentation of results [41]. Finally, it integrates motivational, ethical, and reflective attitudes and aptitudes that nurture responsibility, perseverance, autonomy, and adaptability [42]. Collectively, these dimensions provide a holistic perspective of research competence as a foundation for academic and professional development in university settings [43].

2.4. Pólya’s Problem-Solving Method and Technology

George Pólya’s method for problem-solving has been widely acknowledged for its educational significance in promoting higher-order thinking, especially within fields that depend on logical reasoning and structured approaches. The methodology comprises four distinct phases: comprehending the problem, creating a strategy, implementing the plan, and evaluating the solution. This comprehensive heuristic framework is applicable not only in conventional education settings but also in environments enhanced by technology. Recent research indicates that merging Pólya’s technique with technological resources substantially enhances active learning experiences and fosters the development of scientific skills.

For example, Allison and Joo [3] found that integrating this approach into software engineering courses allowed students to tackle both clearly defined problems as well as more complex issues without clear solutions, resulting in improved efficiency in their problem-solving abilities when guided through structured assistance.

Likewise, Chacón-Castro [44] implemented Pólya’s model within differential equations classes using interactive digital platforms equipped with graphic organizers and mathematical simulators to confirm solutions while visualizing results. These applications strengthened connections between theoretical concepts and practical application while enriching students’ understanding of key principles.

At the primary education level, investigations such as those conducted by Jahudin [45] showed that fusing Pólya’s model with digital tools (like interactive bar models) significantly advanced algebraic reasoning alongside metacognitive and reflective capabilities—particularly effective when demonstrating step-by-step processes during problem solving.

Pólya’s framework extends beyond mathematics; it is recognized as a coherent pedagogical structure that aligns effectively with digital technologies to promote simultaneous growth across cognitive domains along with scientific proficiency and digital literacy. Its sequential nature parallels stages of scientific exploration—identifying problems, planning strategies, executing actions—and thus holds particular relevance for research-oriented education initiatives.

Furthermore, activities involved in resolving problems resonate closely with aspects of research competence such as question formulation, phenomenon investigation design implementation strategies interpretation data analysis communication findings coherently grounded rationale evidence suggests students following Pólya’s method demonstrate increased independence creativity rigor inquiry practices reinforcing its value formative methodology fostering early-stage scientific engagement throughout educational pathways [12].

2.5. Proposal of the IBPT Approach for Formative Research

The IBPT represents an educational framework inspired by Pólya’s problem-solving methodology [46], aimed at enhancing students’ research skills through a systematic progression of four distinct phases: understanding the issue, devising a plan, implementing actions, and evaluating the solution [47]. This method combines active problem-solving techniques with user-friendly educational technologies like STEM kits, sensors, and block-based visual programming platforms [48,49,50].

In Figure 1, the essential elements of the IBPT model are illustrated in a manner that highlights key components: research competencies (which encompass knowledge, skills, and attitudes) situated within formative research; the four steps of problem solving (comprehension, planning, execution, and reflection); as well as the technological tools utilized—such as sensors and programming environments for prototyping.

Within this framework, the IBPT approach emerges as a pedagogical strategy that combines problem-solving with educational technologies at its core. Its aim is to not only enhance students’ attitudes towards formative research but also to encourage active and meaningful learning in relation to contemporary societal challenges, while cultivating research competencies from the early stages of higher education [51,52]. Research evidence supports its effectiveness, showing improvements in students’ outlook on research, strengthened logical reasoning skills, and increased autonomy in their learning.

The phase focusing on understanding the problem phase highlights the importance of acquiring essential research competencies by enabling students to recognize, analyze, and contextualize real-world issues. This stage encourages critical evaluation and synthesis of scientific and technical information alongside developing metacognitive strategies. It further promotes critical thinking abilities and crafting relevant research questions—skills deemed vital for success in higher education as well as addressing social health-related concerns [53,54].

The designing activities phase entails systematically organizing research tasks which include searching for background information and logically sequencing actions. This process enhances students’ capacity to methodically structure formative research while reinforcing independence through evidence-based decision-making. Furthermore, it aids in project design that adopts a critically creative approach toward resolving actual problems particularly within health sciences education promoting sustainable investigative practices [55,56].

During the implementing activities phase, students utilize technological tools such as sensors or electronic kits along with visual programming environments directly aimed at tackling identified issues. This stage stimulates experimentation, develops technical skills, and fosters collaborative efforts bridging theoretical knowledge with practical application through prototype designs and interactive applications. Students communicate their findings via academic papers thereby solidifying communication proficiencies whilst encouraging innovation creativity teamwork [57,58,59].

In conclusion, the reviewing solutions phase necessitates rigorous evaluation of results where learners validate proposed resolutions identify improvement opportunities. This reflective practice augments their capability assess procedures uncover limitations suggest enhancements applying continuous assessment principles. The significance lies firmly upon consolidating robust foundational elements related researching skillsets nurturing academic independence ultimately equipping graduates adeptly navigate professional landscapes driven analytical adaptive mindsets [17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43,44,45,46,47,48,49,50,51,52,53,54,55,56,57,58,59,60].

3. Methods

3.1. Research Design and Participants

The type of research is applied, with a quantitative quasi-experimental pretest–posttest design and purposive (non-probabilistic) sampling, since the participating students belonged to the first semester of the Nursing and Systems Engineering programs at two public universities located in the Andes of Peru. The students’ ages ranged from 17 to 19 years. The educational intervention was carried out in the courses Information Management and Formative Research.

Table 1. Characteristics of participants from both universities.

Program	Male	Female	Total
Systems Engineering	28	6	34
Nursing	11	53	64

shows the details of both male and female participants.

3.2. Instrument for Evaluating Research Competencies

The tool used to evaluate problem-solving abilities was modified based on the framework proposed by Molina and Ortega [51,56] and structured in alignment with Pólya’s method for problem-solving [46]. This approach consists of four distinct stages: comprehending the issue, strategizing actions, implementing those actions, and assessing the solution. These phases have been extensively utilized in earlier research studies [61,62].

For data gathering purposes, a validated questionnaire containing 24 items was employed; these items were categorized according to the aforementioned four stages: understanding the issue (7 items), planning actions (5 items), executing tasks (5 items), and evaluating results (7 items). Responses to each item were rated using a five-point Likert scale that ranged from 1 (“never”) to 5 (“always”).

Validation of this instrument involved three international experts—one specializing in education, another in computer science, and a third expert from computer engineering. It is noteworthy that this assessment tool had previously been created and utilized as part of a doctoral dissertation within educational research [63]. The internal consistency was assessed via Cronbach’s alpha coefficient which resulted in an impressive value of 0.924 signifying strong reliability.

The questionnaire was administered at two intervals: prior to (pretest) and following (posttest) pedagogical interventions involving students from engineering and nursing disciplines.

Table 2. Structure of the questionnaire for assessing research competences within the IBPT approach.

IBPT Phase	No. of Items	Example Item	Research Competences Assessed
Understanding the problem	7	“Can you easily identify the cause and effect of the problem?”	Knowledge/Skills
Designing activities	5	“Do you find or identify an activity from another project that helps you plan your own?”	Skills/Attitudes
Implementing activities	5	“Do you use technological resources during the execution of the project activities?”	Knowledge/Skills
Reviewing the solution	7	“Do you identify any component or part of the solution to improve or optimize?”	Skills/Attitudes

outlines how the questionnaire for this study is organized according to IBPT’s four phases. Each section contains designated numbers of questions aimed at measuring various aspects of research competence—including knowledge acquisition, skill development, and attitudinal factors—and includes sample questions showcasing how evaluations are conducted.

3.3. Implementation of the Approach in the Classroom

Figure 2 shows the process of implementing the IBPT approach in the classroom. The implementation of IBPT is conceived as a pedagogical strategy that guides students in the development of meaningful and contextualized formative research.

The process begins with the proposal of a research project that addresses a problem relevant to the students’ immediate context. Subsequently, an activity schedule is developed to organize the tasks according to the available time and resources. Finally, the research activities are carried out in the classroom, structured into four phases: understanding the problem, designing activities, executing activities, and reviewing the solution.

Each phase is oriented toward strengthening research competencies through active learning, the use of technologies, and critical reflection, thus promoting a comprehensive and motivating formative experience for students.

3.3.1. Proposal of Formative Research Projects for Engineering and Health Students

In the field of engineering education, the Problem- and Technology-Based Research (IBPT) approach enables the integration of active learning with the resolution of real-world problems through classroom projects developed using models and low-cost technological resources. These experiences are designed for beginner students to apply concepts of science, technology, and mathematics in contextualized situations, thereby strengthening their research competencies across the dimensions of knowledge, skills, and attitudes.

Table 3. Proposal of formative research projects based on the IBPT approach for engineering students.

Formative Research Project	Learning Objective	Research Competencies	Technological Resources	Evaluation
“Monitoring humidity and temperature in the computer center of the Faculty of Systems Engineering”	Measure and analyze humidity and temperature in a computer center mock-up using the DHT11 sensor, in order to understand the importance of maintaining adequate conditions in research laboratories.	Knowledge: environmental variables. Skills: sensor handling and data analysis. Attitudes: responsibility and rigor.	DHT11 humidity and temperature sensor, Arduino Nano, mBlock	Evaluation is carried out in each phase of the IBPT approach through reports, technical papers, practical demonstrations, functioning, and experimental tests; in all phases, group presentations and individual questions are included.
“Monitoring air quality in the model market area of Huancayo”	Monitor and record air quality in a mock-up of the Huancayo model market using the MQ2 sensor, with the purpose of raising awareness about public health prevention.	Knowledge: air pollution. Skills: sensor configuration and result interpretation. Attitudes: social awareness and critical thinking.	MQ135 air quality sensor, Arduino, mBlock	Same as above.
“Soil moisture control to optimize maize cultivation in Cochas district”	Supervise and control soil moisture in a maize crop mock-up using a capacitive soil moisture sensor, in order to analyze alternatives that support agricultural decision-making.	Knowledge: water and agricultural productivity. Skills: sensor programming and prototyping. Attitudes: creativity and community commitment.	Capacitive soil moisture sensor, Arduino, mBlock	Same as above.
“Monitoring access security in a company library”	Implement a mock-up access control system in a company library, ensuring security by allowing entry only to authorized persons.	Knowledge: radio frequency identification. Skills: hardware–software integration. Attitudes: ethics, responsibility, and teamwork.	RFID RC522 module, Arduino, mBlock	Same as above.
“Monitoring water temperature in the trout farm center of Ingenio (Junín)”	Develop a system to monitor water temperature in a fish farm mock-up using the DS18B20 sensor, with the purpose of preventing trout stress and ensuring optimal breeding conditions.	Knowledge: water quality parameters. Skills: sensor programming and data analysis. Attitudes: environmental responsibility and proactivity.	DS18B20 water temperature sensor, Arduino, mBlock	Same as above.
“Monitoring water level in Lake Paca (Jauja)”	Design and implement a water level monitoring system in a mock-up of Lake Paca using an ultrasonic sensor, to understand environmental management strategies and water resource sustainability.	Knowledge: water resource management. Skills: prototype design and sensor programming. Attitudes: environmental awareness and cooperation.	HC-SR04 ultrasonic sensor, Arduino Nano, mBlock	Same as above.

presents the proposal of formative research projects in engineering, detailing the learning objectives, the research competencies promoted, the technological resources employed, and the evaluation strategies aligned with the phases of the IBPT approach.

Within the context of formative research involving nursing students and utilizing a Problem- and Technology-Based Research (IBPT) methodology, a series of classroom initiatives were crafted to replicate authentic challenges encountered in the province of Tayacaja, employing both models and readily available technological tools. These initiatives allow students to merge their disciplinary knowledge with practical applications such as sensors and block-based programming, thereby enhancing their research capabilities across various dimensions including knowledge acquisition, skill development, and attitude formation.

Table 4. Proposal of formative research projects under the IBPT approach for nursing students.

Formative Research Project	Learning Objective	Research Competencies	Technological Resources	Evaluation
“Monitoring soil moisture in vegetable crops to prevent anemia in school-aged children in the district of Acraquia, province of Tayacaja”	Analyze the relationship between soil moisture and vegetable quality in a crop model, identifying how their consumption contributes to the prevention of childhood anemia.	Knowledge: nutrition and public health. Skills: use of soil moisture sensors and data analysis. Attitudes: social commitment and community sensitivity.		Evaluation is carried out in each IBPT phase through reports, technical papers, practical demonstrations, functionality, and experimental tests; all phases include group presentations and individual questions.
“Monitoring air quality in households with wood-burning stoves to prevent respiratory problems in the district of Andaymarca, province of Tayacaja”	Assess air quality in a rural house model with a wood-burning stove, recognizing health risks related to respiratory diseases.	Knowledge: impact of pollutants on the respiratory system. Skills: air quality sensor configuration, data interpretation. Attitudes: environmental awareness and social responsibility.		Same as above.
“Monitoring guinea pig farming against predators to prevent salmonella outbreaks in the community of Santa Rosa, province of Tayacaja”	Design an alert system in a guinea pig farm model to prevent predator attacks and potential salmonella outbreaks in meat intended for human consumption.	Knowledge: zoonosis and food biosecurity. Skills: integration of motion sensors and programming. Attitudes: ethics, prevention, and community commitment.		Same as above.
“Monitoring water quality to prevent gastrointestinal infections among residents of the district of Ustuna, province of Tayacaja”	Implement a monitoring system in a potable water model to identify contamination risks that could cause gastrointestinal infections.	Knowledge: microbiology and safe water. Skills: use of turbidity sensors and programming alerts. Attitudes: environmental responsibility and focus on public health.		Same as above.
“Monitoring water temperature in the “La Cabaña” fish farm to prevent trout mortality and contaminated meat consumption in the province of Tayacaja”	Monitor water temperature in a fish farm model using sensors to understand the relationship between environmental parameters and food safety.	Knowledge: aquaculture and food safety. Skills: programming temperature sensors, data analysis. Attitudes: prevention, proactivity, and environmental awareness.		Same as above.
“Monitoring children’s body temperature to prevent fever outbreaks in the Mariscal Cáceres School, district of Daniel Hernández Morillo, province of Tayacaja”	Apply body temperature sensors in a classroom model to monitor students’ health and prevent possible fever outbreaks.	Knowledge: child health and disease prevention. Skills: management of body temperature sensors, data recording and analysis. Attitudes: human sensitivity, responsibility, and empathy.		Same as above.

illustrates this initiative by outlining the learning objectives alongside corresponding research competencies, the technological tools utilized, and the evaluation framework implemented during each phase of the IBPT approach.

These technological resources, when integrated with the IBPT approach, not only facilitated the technical execution of the activities but also fostered active, reflective, and interdisciplinary learning. Students were required to apply principles of science, technology, engineering, and health to real-world contexts, thereby strengthening their investigative competencies in meaningful and applied ways.

3.3.2. Research Activity Planning Within the Classroom

Table 5. Planning of research activities in the classroom according to the IBPT approach.

IBPT Phase	Main Resources	No. of Sessions	Time
Understanding the problem	Google Scholar, Scopus, Mendeley, SciELO	5	5 weeks
Designing activities	Academic search, planning	3	3 weeks
Implementing activities	mBlock, STEM educational kit (sensors, Arduino boards)	6	6 weeks
Reviewing the solution	Prototypes and final tests	2	2 weeks

presents a framework for planning classroom research activities aligned with the stages of the IBPT methodology. The four distinct phases were allocated across a total of 16 sessions, each spanning 4 h weekly. In the initial phase focused on problem understanding, which took place over 5 sessions, students utilized platforms such as Google Scholar, Scopus, Mendeley, and SciELO to explore relevant scientific literature. The subsequent activity planning phase occurred over 3 sessions and was centered around academic inquiries along with organizing proposed solutions effectively. During the execution phase lasting for 6 sessions, there was an emphasis on practical application utilizing mBlock alongside a STEM educational kit that included sensors and Arduino boards. Lastly, in the solution review stage conducted over two sessions, attention turned to constructing prototypes and conducting final tests to confirm the results achieved.

3.3.3. Development of Research Activities in the Classroom

Figure 3 depicts the activities undertaken as part of the formative research initiative titled “Monitoring Water Quality to Prevent Stomach Infections Among Residents of Ustuna, Tayacaja Province,” which was executed by nursing students. These initiatives were carried out following the four phases outlined in the IBPT approach.

In the understanding the problem phase, students explored the cause-and-effect dynamics between water turbidity and gastrointestinal illnesses, bolstered by a review of relevant scientific literature. During the designing activities phase, they researched background information on turbidity sensors along with associated studies regarding water quality monitoring, enabling them to devise solutions for addressing the identified issue.

During the implementation phase, students employed an aquaculture board alongside a turbidity sensor from their STEM Educational Kit, utilizing mBlock programming software (version 5.4.3) for integration purposes. They constructed a model that simulated their proposed solution through combining electronic boards with sensors and developed applications.

Finally, in the reviewing phase, experimental tests were conducted using various water samples to determine potential impacts on human health while also validating both sensor performance and application functionality; this included assessing outcomes derived from prototypes and simulations. This reflective process allowed them to substantiate their proposal’s effectiveness as a preventive measure against gastrointestinal infections while promoting meaningful connections between technological advancements and health knowledge within an authentic community setting.

4. Results

4.1. Descriptive Assessment of Research Competence Based on the IBPT Framework

Table 6. Descriptive statistics of research competence according to the IBPT approach for engineering and nursing students.

IBPT Phase	Engineering—Mean	Engineering—Median	Engineering—SD	Nursing—Mean	Nursing—Median	Nursing—SD
	Pretest/Posttest	Pretest/Posttest	Pretest/Posttest	Pretest/Posttest	Pretest/Posttest	Pretest/Posttest
Understanding the problem	3.64/3.80	3.71/3.71	0.50/0.52	4.31/4.45	4.00/4.00	0.31/0.40
Designing activities	3.42/3.58	3.40/3.50	0.48/0.53	3.50/3.84	3.00/3.50	0.30/0.38
Implementing activities	3.94/3.95	3.90/3.90	0.44/0.53	4.19/4.25	4.00/4.00	0.25/0.40
Reviewing the solution	3.71/3.84	3.71/4.00	0.48/0.52	4.05/4.30	4.00/4.00	0.30/0.40

provides a statistical overview of research competence as it relates to formative research, structured according to the stages of the IBPT framework for both engineering and nursing students.

The descriptive assessment indicates that both student groups experienced enhancements following the implementation of the IBPT approach. Engineering students exhibited moderate progress, particularly in their problem comprehension and solution evaluation; however, they consistently maintained high performance levels in executing activities. On the other hand, nursing students showed more consistent improvements with significant advancements in activity design and solution review, alongside a continued rise in understanding problems.

Overall, both groups strengthened their research competencies, though disciplinary differences were evident: engineering students achieved moderate advances in comprehension and critical reflection, whereas nursing students exhibited a clearer impact in planning and evaluation. This underscores the differentiated effect of the IBPT approach depending on the academic discipline.

4.2. Normality Test of the Collected Data

Table 7. Normality test results for engineering and nursing students.

Program	Test	N	Pretest (W/Statistic)	p Pretest	Posttest (W/Statistic)	p Posttest
Engineering	Shapiro–Wilk	34	0.984	0.898	0.991	0.993
Nursing	Kolmogorov–Smirnov	64	0.361	<0.001	0.218	<0.002

displays the findings from the normality test, highlighting differing patterns between the two programs. For engineering, results from the Shapiro–Wilk test indicated non-significance (p = 0.898 in the pretest and p = 0.993 in the posttest), suggesting that these data points adhered to a normal distribution and thereby supported using parametric tests. Conversely, for nursing, significant outcomes were obtained via Kolmogorov–Smirnov testing (p < 0.001 in the pretest and p < 0.002 in the posttest), indicating a departure from normality within this dataset’s distribution. As a result, inferential analyses proceeded with Student’s t-test for engineering while employing Wilcoxon test for nursing based on each situation’s statistical requirements.

4.3. Hypothesis Testing of Research Competence Based on IBPT Phases

Table 8. Hypothesis testing.

IBPT Phase	Program	Test Applied	p-Value	Decision
Understanding the problem	Engineering	Paired Student’s t-test	0.022	H0 rejected
	Nursing	Wilcoxon	0.001	H0 rejected
Designing activities	Engineering	Paired Student’s t-test	0.021	H0 rejected
	Nursing	Wilcoxon	0.002	H0 rejected
Implementing activities	Engineering	Paired Student’s t-test	0.041	H0 rejected
	Nursing	Wilcoxon	0.002	H0 rejected
Reviewing the solution	Engineering	Paired Student’s t-test	0.001	H0 rejected
	Nursing	Wilcoxon	0.006	H0 rejected

illustrates the outcomes of hypothesis testing conducted with engineering and nursing students. The inferential analysis revealed statistically significant variations between pretest and posttest scores for both groups throughout all phases of the problem-solving method.

In engineering, Student’s t-tests produced p-values lower than 0.05 in various areas: understanding the problem (p = 0.022), designing activities (p = 0.021), executing activities (p = 0.041), and reviewing solutions (p = 0.001). These findings lead to rejecting the null hypothesis, indicating that the intervention facilitated enhancements across each phase.

Correspondingly, nursing students exhibited similar results through Wilcoxon tests, which indicated significance with p-values under 0.01 across all phases, affirming considerable advancements following the application of the IBPT approach.

These results indicate that the intervention effectively enhanced research competencies within both disciplines; however, its impact varied according to each group’s academic background.

For this hypothesis testing process, the null hypothesis (H₀) posited no significant differences between pretest and posttest scores; conversely, the alternative hypothesis (H₁) suggested that implementing an IBPT approach would significantly improve students’ research competencies throughout every stage of their problem-solving framework.

4.4. Comparative Analysis Between Programs of Research Competencies

Table 9. Comparative analysis of research competencies between engineering and nursing students.

IBPT Phase	Test Applied	Mean Gain—Engineering	Mean Gain—Nursing	p-Value	Decision
Understanding the problem	Independent t (Welch)	0.16	0.14	0.741	No differences
Designing activities	Mann–Whitney U	0.16	0.34	0.032	H0 rejected
Implementing activities	Independent t (Welch)	0.01	0.06	0.504	No differences
Reviewing the solution	Mann–Whitney U	0.13	0.25	0.041	H0 rejected
Overall	Independent t (Welch)	0.12	0.20	0.144	No differences

reveals that, in general, there were no statistically significant differences in the enhancement of research competencies between students from engineering and nursing (p = 0.144). However, when examining each phase individually, notable differences emerged in two areas: activity design (p = 0.032) and solution review (p = 0.041), with nursing students showing greater advancements than their engineering counterparts.

In terms of problem understanding and task execution phases, neither group exhibited significant differences, indicating that both disciplines experienced similar benefits in these respects.

These results illustrate that the IBPT approach positively influenced both fields of study; however, its effects were particularly more evident within the nursing cohort during planning and critical evaluation stages.

5. Discussion

The findings from this study indicate that the adoption of the Problem- and Technology-Based Research (IBPT) method had a beneficial effect on enhancing research competencies among students in both engineering and nursing, albeit with differences across disciplines. In engineering, improvements were observed to be moderate, particularly during the stages of problem comprehension and solution evaluation; however, performance regarding activity implementation remained unchanged. This implies that these students likely possessed a strong foundation of technical skills prior to the intervention. On the other hand, nursing students exhibited more consistent advancements, especially in areas like planning and critical reflection—underscoring enhanced abilities related to design and assessment which are crucial for health research practice.

A comparative analysis between fields revealed no significant disparities in overall gains concerning research competencies; nevertheless, notable progress was seen within nursing during phases such as designing and reviewing tasks. This observation corresponds with characteristics specific to health education where effective intervention planning along with thorough evaluation of clinical or community processes is vital [64,65]. Conversely, engineering generally focuses on hands-on execution alongside technical problem-solving—a perspective supported by previous studies advocating for an improvement in planning capabilities and reflective practices within engineering curricula [66,67].

These findings reinforce existing literature highlighting how active learning strategies combined with educational technologies can promote critical thinking skills as well as self-regulated learning while fostering formative research experiences at higher education levels [64,68]. Furthermore, they validate that methodologies centered around problem-solving not only enhance the technical aspects of learning but also cultivate inquiry capabilities alongside analytical thinking—which are essential for professionals navigating challenges in the 21st century [67,69].

A distinctive contribution of IBPT lies in its ability to integrate technological practice with formative research, offering an added value compared to other active approaches such as project-based learning or collaborative learning. While these methods focus primarily on group dynamics or final products, IBPT incorporates a systematic process of inquiry that promotes critical reflection and leverages accessible technological resources as research tools [70,71]. This feature is particularly valuable in contexts with limited infrastructure, where the availability of low-cost educational technologies can make a substantial difference in practical learning [72].

From a pedagogical perspective, the findings suggest that the effectiveness of IBPT depends on its adaptability to disciplinary specificities. In engineering, it is advisable to strengthen methodological planning and critical evaluation, whereas in nursing the broader impact observed could be further enhanced through interdisciplinary experiences [3,55]. This evidence highlights the potential of IBPT to serve as a transversal strategy across diverse academic fields, provided that adaptations are made according to the educational profile and contextual needs [54,73].

Finally, the research highlights the necessity of investigating the implementation of IBPT in a broader range of university programs and educational environments, particularly those characterized by significant social and technological diversity. Future studies should also aim to include longitudinal analyses that evaluate both medium- and long-term effects of IBPT, as well as its incorporation with other active teaching methods. These efforts would contribute to establishing IBPT as a robust pedagogical model that fosters research skills from the early phases of higher education, equipping students to navigate an increasingly intricate, dynamic, and interconnected global landscape.

6. Conclusions

The results of this research indicate that employing the Problem- and Technology-Based Research (IBPT) method serves as an effective educational approach to improve research skills among university students across various fields. Notable enhancements were observed in pretest and posttest scores within both engineering and nursing programs, albeit with distinct disciplinary nuances. In the engineering discipline, advancements were primarily seen in problem comprehension and solution evaluation, while nursing students demonstrated considerable improvements particularly in planning activities and engaging in critical reflection.

Furthermore, a cross-disciplinary comparative analysis showed that although there were no significant differences regarding the overall improvement of research competencies between disciplines, nursing students excelled specifically in certain stages such as activity design and solution assessment. This finding confirms that the impact of IBPT depends on disciplinary particularities, highlighting the importance of adapting its implementation to the academic profile and contextual needs of each program.

Furthermore, the implementation of IBPT proved effective in narrowing gender gaps in research training, as its practical and collaborative activities supported by accessible technologies promoted equitable participation of both male and female students. This finding is especially significant in disciplines such as engineering and nursing, where gender disparities have traditionally been more evident. By fostering inclusive learning and strengthening the capacities of all students, IBPT contributes to advancing equality of opportunities in higher education.

Overall, the findings enable us to determine that IBPT serves as a versatile and adaptable teaching strategy relevant across various academic fields. It encourages both formative research and the enhancement of cross-disciplinary skills—such as planning, practical implementation, and critical analysis—by combining easily accessible technological tools with real-world problem-solving scenarios. In this manner, IBPT bolsters formative research efforts while fostering an environment conducive to active, reflective, and contextually rich learning experiences.

In conclusion, this study suggests potential avenues for applying IBPT in additional academic programs and educational settings. Furthermore, it invites ongoing investigation into its influence on cultivating higher-level research competencies vital for producing scientific knowledge and achieving professional success within higher education contexts.

Among the limitations of the study, the size and context of the sample—comprising only first-year students from a single public university—restrict the generalizability of the findings. Additionally, the research relied on a limited set of technological resources. Future studies are recommended to expand the sample, diversify participating programs and institutions, and incorporate new technological resources to further enrich the application of the IBPT approach.