Promoting learning and soft skills through student-created videos in a science course

Abstract

The study explores the use of active learning to develop students’ 21st-century skills in STEM education through a Student-Created Video (SCV) methodology. Conducted over two academic years (2021/2022 and 2022/2023) at Rey Juan Carlos University in the course Chemistry of Water, the project engaged students in collaborative groups addressing water contamination and treatment. Each member assumed specific roles to promote teamwork and group competencies. The semester-long activity included structured sessions for continuous assessment and feedback. A three-phase approach guided the process: instructors introduced the video task and provided initial guidance; students produced and refined short videos; and final presentations were evaluated for clarity and timing, followed by interactive Q&A. This iterative structure, supported by instructor feedback, improved student performance and skill development. Surveys before and after the activity assessed perceptions of methodology, learning outcomes, and innovation. Results showed high engagement, motivation, and perceived value, with notable gains in self-efficacy, communication, teamwork, critical thinking, and leadership. Peer-based assessment reduced free-riding and promoted accountability. Despite minor technical challenges in video editing, students widely recognized the SCV approach as beneficial. Overall, findings highlight the effectiveness of structured SCV activities in enhancing learning and fostering essential skills for success in STEM fields.