Narrative podcasting as an assessment strategy within the framework of project-based learning (PBL) for university students

This qualitative case study examines the production of narrative podcasts as a pedagogical and formative assessment strategy within the framework of Project-Based Learning (PBL) in an Intercultural Communication course at a private university in Lima, Peru, involving 20 undergraduate students. Data were collected through participant observation, semi-structured interviews, a focus group, an open-ended questionnaire, and an analysis of the podcasts produced by the participants. The findings suggest that this experience fostered the development of communication, creativity, and critical thinking skills through a sequence of stages ranging from the formation of working groups to the presentation of the final product. In addition, evidence of the development of intercultural competencies was identified by encouraging students to investigate, interpret, and communicate sociocultural issues. Students evaluated the experience positively, assigning it an average score of 4.8 out of 5. The study concludes that narrative podcasting represents a relevant and promising pedagogical strategy for higher education.