Problem based learning – a path to sustainable education

The course Problem-based learning (PBL) – A Path to Sustainable Education introduces students to the principles, methodologies, and applications of problem-based learning (PBL) with a special emphasis on its role in fostering competencies for sustainable education. It is designed as an interdisciplinary and research-oriented course, enabling students from diverse academic backgrounds to critically engage with both theoretical frameworks and practical applications of PBL.

Throughout the course, students will participate in a combination of lectures, workshops, and group work that aim to connect the philosophy of PBL with real educational contexts and sustainability goals. The course begins with an introduction to the historical development and theoretical foundations of PBL, rooted in constructivist learning theory.

Students will explore the phases of the PBL process (following the Maastricht model) and critically discuss how PBL supports the development of 21st-century skills—critical thinking, collaboration, creativity, and communication.

A significant focus of the course is on the intersection of PBL and Education for Sustainable Development (ESD). Students will examine how PBL can be used as a pedagogical approach to foster awareness, responsibility, and competencies needed for addressing complex societal

challenges. In this context, the role of digital technologies and interdisciplinary collaboration will be highlighted as key enablers of innovative learning environments.

The course is not purely theoretical. Its core component is a student research project, conducted in small groups, which spans the entire course. Through this project, students will experience the full cycle of educational research: from defining a research question, designing a plan, and collecting data, to analyzing results and presenting findings. Possible methods include surveys, interviews, classroom observation, or content analysis, depending on the group’s chosen focus. Topics may range from student attitudes toward PBL, the role of PBL in mathematics or STEM education, the use of digital tools in PBL, or the potential of PBL to promote sustainable education.

The research project serves a dual purpose: it deepens students’ understanding of PBL in practice, and it develops their research competencies, teamwork skills, and reflective abilities. At the end of the semester, groups present their findings in class and submit a joint written report, while each student individually produces a reflective essay on their learning journey.

By combining structured instruction, independent inquiry, and collaborative research, this course offers students a holistic experience of problem-based learning as both learners and researchers. It ultimately aims to equip them with the skills to apply PBL principles in their own disciplines and contribute to the development of sustainable educational practices.

General learning outcomes

By the end of the course, students will be able to:

• Explain and critically evaluate the theoretical foundations, principles, and processes of problem-based learning.
• Connect PBL with Education for Sustainable Development (ESD), identifying its potential for addressing contemporary global and societal challenges.
• Apply research methodologies in educational settings by designing and conducting a small-scale research project.
• Collaborate effectively in interdisciplinary teams, demonstrating skills in communication, problem-solving, and project management.
• Analyze and present research findings using appropriate academic formats (oral presentation and written report).
• Reflect on their own learning process and evaluate the development of problem-solving and critical thinking skills.
• Transfer PBL principles into their own disciplines, adapting them to different educational and professional contexts.

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