Rethinking beekeeping education: Student satisfaction with problem‐based learning in an undergraduate course

Active learning methods, such as problem‐based learning (PBL), have been identified as effective strategies for developing interpersonal skills essential to professional practice. This study investigated the satisfaction, acceptance, and intention to continue using PBL by students in the Beekeeping course, as well as the main challenges faced with this approach at a Brazilian public university. Questionnaires were administered over four consecutive years (2022–2025). The instrument included demographic questions, Rosenberg's Self‐Esteem Scale to define the participants' self‐esteem profile, Likert scale statements to identify perceptions about the methodology, and open‐ended questions to identify challenges and suggestions for improvement. The results indicated high levels of satisfaction with PBL and a perception of improvement in problem‐solving skills. Students showed a preference for the methodology over traditional teaching, although they did not want its complete replacement. Gender was associated with differences in 17 of the 21 items evaluated, with men reporting more positive perceptions than women across all significant items, particularly regarding the perceived relevance of PBL for professional training, the item with the largest effect size in the study ( H = 20.39, p < .001, ε 2 = .144). Self‐esteem was associated with differences in 12 of the 21 items, with students with low self‐esteem consistently reporting less favorable perceptions than those with high self‐esteem. Among the main challenges reported were communication between peers and collective planning of solutions. PBL is a promising approach for teaching beekeeping in undergraduate courses, favoring the development of interpersonal skills relevant to professional practice.