ABSTRACT
Actions taken to control the propagation of COVID-19 forced most activities to switch into an online environment. Education was no exception. In most of the cases the transition turned out well, and online education proved to be a good alternative to the traditional model. However, in the case of practical courses, the situation is quite different because students do not acquire the abilities they would obtain by practical experience. A project-based learning (PBL) approach has been evaluated at the Chemical Sciences Department of Universidad La Salle Mexico as an alternative to practical courses. Two different experiences are depicted. Their structure and implications are explained, as well as the student and teachers' appreciation. It was observed that the strategy showed good results, by demonstrating qualitatively that students appropriated the knowledge of the courses, and although students struggled to adapt to the work, they were motivated. PBL was demonstrated to be effective in developing soft skills such as communication, teamwork, and problem and conflict solving. Although this approach may not substitute for the practical experience, it proved to be a good alternative to instill students with abilities that are necessary in the practical field. ©