Integration of the PMI Approach in Educational Human-Computer Interaction Projects: Real-World Project-Based Learning with Technological Entrepreneurship Potential

Abstract

Engineering education demands innovative strategies that combine professional standards with active learning. This paper systematizes an educational experience in the Human-Computer Interaction (INHUCO) course, where the Project Management Institute (PMI) framework was integrated as the backbone of field-based practices. The course structure followed the PMBOK® Guide life cycle—initiation, planning, execution, monitoring, and closure—linking each phase with tools such as Business Model Canvas, requirements analysis, user-centered prototyping, and accessibility evaluation. Using a qualitative-descriptive methodology, the study analyzed documents, mapped competencies, and reviewed student deliverables. Results indicate significant development in technical skills (planning, scope, scheduling), transversal competencies (leadership, communication, collaboration), and contextual abilities (accessibility, stakeholder engagement). Moreover, several projects addressed real societal needs and showed potential for technological entrepreneurship. This paper proposes a replicable educational model for project-based learning in engineering, combining PMI principles with user-centered design and inclusive practices. The experience confirms the feasibility of integrating traditional project management frameworks into active methodologies, fostering meaningful learning, functional value delivery, and professional preparedness.