Implementation of the Last Planner System® in engineering education: an active methodology for planning and control in higher education
DOI:
https://doi.org/10.26507/paper.4187Keywords:
Last Planner System®, engineering education, active learning, planning and control, project management, higher education, collaborative workAbstract
The Last Planner System® (LPS) is a methodology widely used in the construction industry for production planning and control. Its implementation in academic settings offers an innovative approach to enhancing engineering education and related disciplines by integrating active learning strategies, collaborative planning, and educational process control. This paper presents a structured methodology for applying LPS in engineering courses, along with the teaching experience developed in a graduate-level Civil Engineering course at Universidad del Valle.
In this context, LPS is adapted as a pedagogical strategy that fosters the development of professionals equipped with essential competencies such as project management, teamwork, decision-making, and problem-solving. The methodology reflects the core logic of LPS, promoting active student participation in their own learning processes. It is structured into three fundamental phases: master course planning, phase planning, and weekly planning—each supported by continuous performance reviews and feedback loops.
To strengthen students’ understanding and application of LPS principles, the methodology incorporates learning games, simulations, and collaborative exercises that emulate real-world construction scenarios. The outcomes of this teaching experience show that LPS not only enhances students’ project management capabilities but also supports the development of critical transversal skills needed for professional practice. Moreover, this pedagogical approach has demonstrated potential for broader academic adoption, providing practical tools for planning and control to instructors in engineering and other fields of knowledge.
The study concludes that LPS is a replicable and scalable methodology in higher education, facilitating the integration of active teaching strategies and reinforcing the alignment between academic training and the needs of the professional sector.
Author Biography
Sandra Cano Moya, Universidad del Valle
Ingeniera Civil, Especialista en Estructuras, Magíster en Ingeniería, Ingeniería y Gerencia de proyectos de construcción, Doctora en Ingeniería, énfasis en Ingeniería Industrial. Profesora Asistente, Escuela de Ingeniería Civil y Geomática, Universidad del Valle.
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