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According to extensive research, problem-based learning (PBL) in STEM education improves student learning outcomes and supports them in gaining practical skills necessary for upward future careers. Despite current efforts to promote PBL-STEM activities in education, their uptake in life science remains low. Several types of research involving college instructors indicate that instructor guidance of PBL-STEM activities is one of the crucial aspects for its successful usage in educational settings. However, to our knowledge, little research has been undertaken on the effectiveness of participants' PBL-STEM learning in coping with problems and dilemmas encountered during the STEM learning process. This research intends to investigate the efficacy and provide experiential references to demonstrate the existing gaps by a transdisciplinary approach. The effect on participants' professional learning interest, comprehension capacity, problem-solving ability, self-efficacy, and cooperation abilities is related to five dependent variables. Our findings from paired t-test analysis demonstrate that STEM participants had a significant difference before and after experiencing PBL-STEM learning objectives. In the light of a one-way ANOVA, STEM learner participation in this course was more important than gender and age in improving STEM literacy through classroom activities. In line with feedback interviews, students who engaged in experiential learning favored reciprocal advantages and mutual benefits within their groups through teamwork, practical application, and information acquisition. Given that the participants in this study were early adopters of PBL-STEM, any future research should aggressively encourage these students to create and implement solutions in the classroom based on their ideas. [ABSTRACT FROM AUTHOR]

This study investigates leveraging a problem-based learning (PBL) approach via virtual environments (VEs) to enhance English reading and writing skills and motivation among business students. The random sample consisted of 60 students in the Customer Service Section of the Applied College. The students were divided into two groups: the experimental group, which was exposed to the PBL approach via the Blackboard system, and the control group, which received traditional instruction. The authors used a quasi-experimental design, a pre-post-test, and a motivation scale. A T-test was used to compare the two groups at the post-test. The findings revealed substantial differences between the experimental and control groups in English for business students (reading comprehension and writing). Additionally, there was a momentous variance between the two groups on the motivational scale. The study proved that using the PBL approach with the VEs positively influenced students' English for business and motivation. The study has some recommendations for future research, including evaluating virtual learning platforms, conducting longitudinal studies, and incorporating qualitative measures to enhance English language learning opportunities. [ABSTRACT FROM AUTHOR]

Within the scope of this research, an evaluation was conducted on the problem-based learning (PBL) and project-based learning (PrBL) methods in teaching physics to mechanical and electrical engineering students at a public university in Peru. Two groups, each consisting of 15 and 16 students, were carefully selected to ensure uniformity in academic, socioeconomic, and emotional aspects. The measurement of academic performance was conducted both at the beginning and the end of the period. The statistical analysis using the t-student test revealed that the PrBL method was significantly more effective than PBL. These findings underscore the association between the choice of learning methods and the specific scientific area being taught, emphasizing the superiority of the PrBL approach in this educational context. This discovery suggests that implementing learning strategies that incorporate a project-based approach can be a valuable option to enhance academic performance in scientific disciplines. [ABSTRACT FROM AUTHOR]

This paper aims to explore the relationship between problem-based learning (PBL) and the digital electronics course for engineering students at a private university with a population of 97 students. The study utilized a deductive and correlational hypothetical method with a non-experimental and quantitative design. As a result, the statistically significant relationship between PBL and the digital electronics course is verified. A relationship coefficient equal to Rho = 0.780 and p < 0.01, confirms the proposed alternative hypothesis. This result provides a robust quantitative perspective on how the integration of PBL positively influences engineering students' acquisition of digital electronics knowledge. The contribution lies in empirical support for the effectiveness of the PBL approach, providing educators and engineering professionals with a solid foundation for enhancing pedagogical strategies and fostering more effective and practical learning in the discipline. [ABSTRACT FROM AUTHOR]

In the domain of engineering education, the crucial role of mathematics, especially Calculus, cannot be overstated, as it lays the foundational groundwork for numerous sciences, technology, engineering and mathematics (STEM) courses. The integration of mathematics into STEM disciplines is achieved through the practical application of mathematical concepts in real-world scenarios or in conjunction with other STEM subjects, thereby enhancing the coherence of engineering studies and acting as a significant motivational catalyst for students. This paper presents an analytical narrative of a practical mathematics assignment, woven into the Calculus curriculum and other STEM courses from 2013 to 2018. It delves into the potential impacts of these practical assignments on student performance and attitudes by evaluating data sourced from final exam scores and anonymous course surveys, both before and after the intervention period. Through the analysis of an extensive dataset comprising 1526 final exam scores, this study endeavors to make a substantive contribution to Future Technology Studies (FTS), focusing on the strategic harmonization of mathematics and STEM courses to enrich the educational experience and foster a more cohesive and applied learning framework in these disciplines. [ABSTRACT FROM AUTHOR]

This study focuses on investigating the integration of project-based learning with computational thinking (PjBL-CT) skills to enhance students' proficiency in learning mobile programming. The findings of the model provide an evaluation of cognitive aspects, affective aspects in the form of 4C soft skills, and psychomotor aspects. To measure the effectiveness of the model, we will test the differences in the quality of student learning outcomes between two groups: the control group and the experimental group. The cognitive test results showed a value of 80.85 for the experimental class and 73.21 for the control class. For the assessment of soft skill 4C, student creativity aspects are superior to other aspects. Whereas for aspects of enhancing the project's value, an important finding from the results obtained is the signifi- cant improvement in the quality of learning by incorporating computational thinking into the problem-based learning (PBL) model. [ABSTRACT FROM AUTHOR]

In the 21st century, students' higher-order thinking skills (HOTS) are crucial, as they focus on students' capacity to identify problems and think analytically to solve them. Therefore, students were required to have higher-order thinking skills. The purpose of this research was to assess the impact of e-scaffolding in problem-based learning (PBL) on students' HOTS in the context of standing waves. This study utilized a quasi-experimental approach employing a non-equivalent control group design. The experimental group, which was taught with e-scaffolding in PBL, consisted of 31 students, while the control group, taught only with the PBL model, had 29 students. A total of eight multiple-choice questions that had been proven valid with a reliability of 0.752 were used to assess students' HOTS. The data were then analyzed using ANCOVA, with pretest scores as covariates. The results showed statistically significant differences among students with increased higher-order thinking skills in favor of using e-scaffolding in PBL: 0.000 (α < 0.005). The eta squared statistic (0.785) indicates a large effect size. By employing PBL with electronic scaffolding, students actively participate in collaborative activities focused on successful problem-solving, resulting in a high success rate. Consequently, it is recommended to consider e-scaffolding as a primary method for developing higher-order thinking skills. [ABSTRACT FROM AUTHOR]

The low critical thinking skills of Indonesian students in the 21st century indicate the necessity of training these skills to prepare for a future replete with challenges. Teachers need to innovate learning materials that foster critical thinking skills. This study aims to develop a PBL-based GLOWASEA Edukit media product that is valid, effective, and practical for enhancing students' critical thinking skills. This developmental research was conducted following the ADDIE model, which comprises five stages: analysis, design, development, implementation, and evaluation. Qualitative data were obtained through comments and suggestions for improvement in questionnaires and interviews. Quantitative data were obtained from the scores on the validation test, practicality test, questions' validity and reliability test, and pretest and post-test score data. Data were analyzed using percentage analysis and qualitative description. Successively, the results of media and material validation and practicality were 82.61%, 91.17%, and 90.62%. The effectiveness of Edukit media is calculated using the N-Gain formula, resulting in an average score of 0.33, which meets moderate criteria. It can be concluded that the GLOWASEA Edukit media produced is valid, effective, and practical for training students' critical thinking skills. [ABSTRACT FROM AUTHOR]

Promoting ICC has been discussed widely in the EFL context as one of the goals of foreign language learning. The present study explores implementing online problem-based learning (PBL) in an EFL classroom to promote critical intercultural awareness (CIA) in a teacher education context. The participants were 40 pre-service teachers who enrolled in Intercultural communication subjects for the semester. Drawing upon the PBL approach in teaching intercultural communication, the study deployed action research (AR) where participants engaged in the four phases: planning, acting, observing, and evaluating. Data were gathered through a series of guided observations and a written interview. The findings showed that the learners' capacity to be aware of cultural differences can be promoted by incorporating problem-based learning. In this sense, the learners develop their critical thinking regarding encountering a wide range of cultural diversity to promote CIA. In addition, PBL successfully enables pre-service teachers to be critically aware of intercultural issues and make meaningful reflections on their own culture and other people's cultures. This study contributes to teacher education by preparing EFL teachers to develop one of the aspects of Intercultural Competence.

The present experimental research was designed to explore the impact of a problem-based learning (PBL) methodology on EFL learners' speaking proficiency and its features of communicative success, pronunciation, grammatical accuracy, and lexical choice. Ninety preintermediate EFL learners were randomly distributed into 3 distinct groups: an online PBL group, a face-to-face PBL group, and a control group. The 2 experimental groups received instruction based on PBL (one conventional and one online PBL). They were offered speaking lessons according to the model of PBL introduced by Ansarian and Lin (2018) during 10 sessions. The control group was taught using the current conventions without any problem-based activities. Pre and posttests of speaking proficiency were administered at the beginning and at the end of the course. Data underwent analysis through ANCOVA. Findings showed that whereas the 2 forms of PBL significantly and positively affected the EFL learners' speaking proficiency, pronunciation, and grammatical accuracy, online PBL was significantly more effective than conventional PBL. Results also showed that the online PBL group performed significantly better than both the conventional PBL and the control groups in communicative success and lexical choice, whereas the difference between the latter 2 groups was insignificant. Findings can have pedagogical implications for English language teachers, especially for those who teach speaking skills and wish to implement PBL in language teaching classes, following a model of PBL exclusively for EFL classes. [ABSTRACT FROM AUTHOR]

We investigate the impact of the Problem-Based Learning (PBL) approach supplemented by student-created videos on the teaching of Probability Calculation and Inference Statistics in Business Administration and Management Studies. To that aim, we analyse survey results gathered from a sample of students from the Business Administration and Management and Law-Business Administration and Management degrees at the University of Zaragoza who participated in the PBL experience, focusing on their perceptions, skill development, dynamics of collaboration, and communication with teachers and classmates. Additionally, a comparative study of their final grades is conducted, comparing them with that obtained by students who did not engage in PBL. Our findings reveal that PBL significantly enhances students' understanding and motivation, along with their communication with teachers, particularly among repeating students, and teamwork skills, particularly among beginners. Furthermore, students participating in PBL activities tended to achieve significantly higher grades than their nonparticipating counterparts did. Moreover, our study contributes to the discourse on sustainable education by highlighting the potential of PBL as a pedagogical approach aligned with the Sustainable Development Goals. By promoting active learning, collaborative problem solving, and communication skills, PBL fosters a culture of lifelong learning and empowers students to address real-world challenges in a sustainable manner. These findings have implications for educators, policymakers, and researchers seeking to promote sustainability in higher education through effective pedagogical practices. [ABSTRACT FROM AUTHOR]

The English writing learning process is crucial in English language education, but it often faces challenges such as limited resources and ineffective teaching methods. To address these issues, this study explores the use of Problem-Based Learning (PBL) integrated with Technological Pedagogical Content Knowledge (TPACK) in the context of English as a foreign language (EFL) learning, specifically in the writing course. The research aims to investigate how the integration of PBL and TPACK can enhance students' writing learning outcomes (assessing their content and clarity, structure of the writing, and language quality). The research follows a Classroom Action Research (CAR) design with a quantitative approach. The subjects consist of 10th-grade students from a public high school in Pasuruan Regency, with a total of 33 participants. Data collection instruments include pre and post writing tests and observation. Data analysis is conducted using Microsoft Excel, employing percentages. The findings demonstrate that the implementation of PBL integrated with TPACK leads to significant improvements in students' writing learning outcomes. In the pre-cycle, the pass percentage was only 39.39%, while in cycle I, it increased to 75.76%, and in cycle II, it reached 93.94%. This study contributes to the development of curricula and teaching methods for English writing. These findings have important implications for future writing instruction that can help improve students' writing learning outcomes. This study’s limitations are constraining the applicability of its findings to diverse educational environments and a relatively brief timeframe. Future research could explore cross-cultural variations, delve into extended research periods, and compare the effectiveness of PBL and TPACK with alternative teaching models in EFL education.

This article presents the main contents, methods, and results of the European project EDUSCAPE (Erasmus+) developed by a team of international researchers from four countries, just over a year and a half after its launch with a focus on SAAD/UNICAM contributions. Into the scientific-disciplinary frame of environmental education and climate adaptation, EDUSCAPE aims to integrate the polysemic, transversal, and multidisciplinary concept of landscape and its decline, as a promoter of new forms of knowledge in response to emerging dynamics, within the educational offer of school programs (6–15 years). This paper presents the general structure of the project, the methodology experimented (PBL educational approach), and the qualitative and quantitative intermediate results obtained so far (literature review, curriculum analysis, and needs analysis). To integrate landscape into school curricula and renew them, EDUSCAPE is preparing Didactic Units (DUs) as the final result of the project to provide theoretical foundations and practical solutions supporting teaching which will be tested in the schools of the partnership network. In general, this paper explores the possibility to disseminate the pedagogical and social role of the landscape through a new way of teaching based on a deeper exploration of the theme that can stimulate critical thinking in current and future generations regarding the global/local challenges of the 21st century. [ABSTRACT FROM AUTHOR]

Bibliometric reviews of research have gained increased popularity since the mid-2010s. Yet, many readers may be uncertain as to the purpose and method of bibliometric reviews. This article provides an introduction to bibliometric reviews, clari- fies their purpose, and elaborates on methods of data collection, analysis, and interpretation. The latter half of the article is devoted to an illustrative, state-of-the-science, bibliometric review of research on problem-based learning (PBL). In this illustrative review, the author applied descriptive statistics, citation analysis, and co-citation analysis to a database of 5,764 Scopus-indexed documents on problem-based learning published between 2017 and 2022. The analyses found increasing diversity of the PBL knowledge base with respect to geographical sources, subject area origins, and focus of the research compared with findings reported in past reviews. Author co-citation analysis visualized the intellectual structure of the recent PBL literature revealing four dominant schools of thought: Interdisciplinary PBL Theory and Practice, Active Learning, Social and Experiential Learning, and PBL Process. The findings highlight the continuing growth and spread of PBL, as well as a trend of integration with other methods of experiential and active learning. [ABSTRACT FROM AUTHOR]

Abstract Background This meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students’ learning in surgical education. Methods We systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is September 20, 2022. After screening the literature according to the inclusion and exclusion criteria, extracting data and evaluating the methodological treatment of the included studies, Stata 17.0 software was used to perform meta-analysis. Results Nine studies were included totally. The results showed that compared with LBL, PBL was superior in clinical competence (SMD = 0.81, 95% CI: 0.12 ~ 1.49, P = 0.020) and student satisfaction (SMD = 2.13, 95% CI: 1.11 ~ 3.15, P

What is the educational challenge? Incorporation of large language model (LLM) or generative artificial intelligence (AI) software poses a challenge to various areas of medical education, including problem-based learning (PBL). LLMs, such as ChatGPT, have incredible potential to transform educational systems and enhance student learning outcomes when used responsibly. What are the proposed solutions? ChatGPT can provide several ways to support students and assist facilitators with course responsibilities. Here we address factors of implementation and describe how ChatGPT can be responsibly utilized to support key elements of PBL. How was the solution implemented? Providing reasonable access is an essential element of novel software implementation. Additionally, training for both faculty and staff is vital to foster responsible usage, provide base-line proficiency, and guide users to critically evaluate the quality of output. What lessons were learned that are relevant to a wider audience? The use of LLMs or other generative AI is dramatically rising in the world. Appropriate and conscientious incorporation of AI into educational programs can foster responsible use and potentially enhance student learning. What are the next steps? Assessment of learning outcomes, student self-efficacy, group dynamics, and stakeholder feedback are required to measure the effects of ChatGPT in the PBL curriculum. Additionally, software programs competitive with ChatGPT are currently under development and will also need to be investigated for their potential role in education. [ABSTRACT FROM AUTHOR]

BACKGROUND: Problem-based learning (PBL) is a method of learning that has been adopted in different curricula of different disciplines for more than 30 years; the assessment of the students in PBL sessions in medical schools is fundamental to ensure students’ attainment of the expected outcomes of conducting PBL sessions and in providing the students with the feedback that help them to develop and encourage their learning. This study investigated the inter-rater reliability of the tutor assessment in assessing medical students’ performance in their PBL tutorial sessions. MATERIALS AND METHODS: This study was conducted in the College of Medicine (COM), in the academic year 2021–2022. The study involved ten raters (tutors) of two genders who assessed 33 students in three separate PBL tutorial sessions. The PBL sessions were prerecorded and shown to the 10 raters for their assessment of PBL sessions. RESULTS: This study showed that male raters gave higher scores to students compared with female raters. In addition, this investigation showed low inter-rater reliability and poor agreement among the raters in assessing students’ performance in PBL tutorial sessions. CONCLUSION: This study suggests that PBL tutor assessment should be reviewed and evaluated; this should be performed with consideration of using assessment domains and criteria of performance. Thus, we recommend that 360-degree assessment including tutor, self, and peer assessment should be used to provide effective feedback to students in PBL tutorial sessions.

This study seeks to investigate and analyze the relationship between the implementation of Problem-Based Learning (PBL) in Basic Social Sciences education at PGRI University Yogyakarta and the improvement of students' social intelligence. The study employs a qualitative approach with a case study design, in which the researcher conducts interviews and observations with six students and One Lecturer participating in PBL-based Basic Social Sciences education. These individuals are from various regions, and each has unique characteristics. According to the researcher's criteria, the informants are selected as essential informants. The subjects of this study are second-semester student in PGRI University Yogyakarta's Elementary School Teacher Education program. The investigation is conducted over a span of two months, beginning on March 27, 2023 and ending on May 11, 2023. Documentation, in-depth interviews, and participant observation are data collection methods. The findings suggest that the relationship between social intelligence and the implementation of Problem-Based Learning (PBL) in Basic Social Sciences education enables students to develop social skills such as cooperation, effective communication, empathy, and situational understanding, which are essential components of social intelligence. Keywords: Social Intelligence, Problem-Based Learning (PBL), Social Science

AbstractTo evaluate the teaching effect of problem-based learning (PBL) combined with lecture-based learning (LBL) compared with that of LBL alone in renal pathology education for trainees receiving standardized training.A total of 65 undergraduate medical students who received standardized training in Xijing Hospital from January 2016 to November 2019 were randomly divided into a PBL+LBL group (33 subjects) and an LBL alone group (32 subjects). The teaching effect was evaluated using the subjects’ diagnostic accuracy of renal pathology, knowledge of renal pathology and teaching satisfaction assessment. The diagnostic accuracy of renal pathology, knowledge of renal pathology and teaching satisfaction assessment in PLB+LBL group (81.0%, 79.99 ± 6.65 and 89.4%, respectively) were significantly higher than those in the LBL alone group (58.5%, 62.89 ± 10.31 and 58.9%, respectively). While teaching renal pathology to undergraduate medical students receiving standardized training, the PBL+LBL group benefited from a teaching effect and gave a better teaching satisfaction.

As the world continues to change and evolve, students must acquire a diverse set of competencies and skills that focus on sustainability. This term extends beyond environmental matters, encompassing educational aspects, such as critical thinking, communication, creativity, collaboration, and problem solving, all of which are crucial components. In order to promote these aspects in an engineering learning environment, using educational tools that emulate real-life tasks related to students' future careers can significantly boost their motivation. It could be worth considering the integration of teaching techniques that align more closely with the professional work of engineering. By embracing this pedagogical approach, educators can empower students, contributing to the advancement of science and technology. The field of programming embedded or integrated systems presents numerous professional opportunities for students of Telecommunications and Electronics Engineering degrees. An embedded systems engineer is a specialized professional responsible for co-designing electronic devices based on a processor. This contribution analyzes the impact of introducing a mobile robot platform as a cutting-edge teaching approach that merges problem-based learning (PBL) with hands-on learning. The platform's main features include robustness in reducing interconnection problems and the possibility of co-designing projects with multiple integrated sensors and actuators. This learning tool makes it possible for students to work with a professional embedded system that they can find in their future careers. Hence, assessing the impact of this learning strategy using the robot and how students perceive it to enhance their professional skills is fundamental. This evaluation compares students' experiences in previous subjects with the learning approach proposed in this research that intends to support students to prepare them more effectively for transitioning to professional life. The evaluation involves a previous and post-questionnaire that examines three dimensions: energy, absorption, and dedication. Based on the findings, it can be concluded that the general satisfaction item showed the highest growth rate (1.05 out of 5.00) and the best score in the post-questionnaire. This indicates that, overall, the students evaluated the impact of using the learning strategy described positively. After completing the learning experience, the dimension of dedication showed the highest increase (0.73 out of 5.00) among all three dimensions. [ABSTRACT FROM AUTHOR]

This research comprises the design of a strategy to develop critical thinking skills throughout physics courses in engineering degrees through collaborative work, problem-based learning (PBL), and virtual classroom interactions. To know the level of student development, an evaluation instrument is applied. The results allow us to propose improvements in learning strategies, achieving greater learning effectiveness before the end of the course. Various research stages use quantitative, qualitative, and inductive-deductive methods. An open-ended question instrument is adapted to show the students' initial and final critical thinking skills. This didactic instrument focuses on developing critical thinking through the use of collaborative work to solve problems in virtual classrooms. We find that students demonstrate cognitive skills that allow them to find the right solutions based on analysis and inference with various proceedings. [ABSTRACT FROM AUTHOR]

Background: This meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students' learning in surgical education. Methods: We systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is September 20, 2022. After screening the literature according to the inclusion and exclusion criteria, extracting data and evaluating the methodological treatment of the included studies, Stata 17.0 software was used to perform meta-analysis. Results: Nine studies were included totally. The results showed that compared with LBL, PBL was superior in clinical competence (SMD = 0.81, 95% CI: 0.12 ~ 1.49, P = 0.020) and student satisfaction (SMD = 2.13, 95% CI: 1.11 ~ 3.15, P < 0.0001) with significant differences. But the comprehensive scores (SMD = 0.26, 95% CI: -0.37 ~ 0.89, P = 0.421) and theoretical knowledge (SMD=−0.19, 95% CI: −0.71 ~ 0.33, P = 0.482) to PBL and LBL had no significant difference. Conclusion: This study showed that the PBL teaching model is more effective than the LBL teaching model in surgical education on the aspects of enhancing clinical competence and student satisfaction. However, further well-designed studies are needed to confirm our findings. [ABSTRACT FROM AUTHOR]

Science, Technology, Engineering, Arts and Mathematics (STEAM) education taught through Project-Based Learning (STEAM PBL) has expanded across 22 states in the United States in the last two years. The literature on STEAM teaching is just emerging with most of the studies having focused on descriptions of newly established STEAM schools and how the teaching methods have been incorporated in classrooms. These studies have mainly used qualitative research or case study design. While the majority of the studies have described what is going on in terms of STEAM teaching, little is known about what type of school leadership can best facilitate the implementation of STEAM PBL. This study explores this gap by examining the source, process, practices, and effect of teacher leadership in relation to the implementation of STEAM PBL. Data from 18 interviews with teachers in eight middle schools in a southern low-performing district point to the importance of ongoing, hands-on professional development, effective professional learning teams of teachers, and teacher leadership for the effective implementation of STEAM PBL teaching. [ABSTRACT FROM AUTHOR]

Objectives: The objective of this study is to enhance the quality of medical education by exploring the learning approaches of students and their relationship with the student's preference for online learning in a Problem-Based Learning (PBL) Program. Subjects and Methods: The study was a descriptive, cross-sectional one; the target population included a random sample of students in the 1st, 2nd and 3rd years (n = 300). The study was conducted at the Faculty of Medicine, Suez Canal University in Ismailia, Egypt during the academic year 2021-2022. The instrument used for data collection is named "a Two-Factor Study Process Questionnaire (R-SPQ-2F)" (Arabic Version). Results: In this study, the students mostly adopt deep learning strategies (72.3%) compared to superficial learning strategies (27.7%). The current study shows that females mostly adopt deep learning strategies (75.8%) compared to males who adopted deep learning strategies (68.7%). The results of the correlation test in the current study show that learning approaches significantly correlated with gender and skills, also only computer skills and year were significantly correlated with the preferences of the students of distance learning. We conducted a correlation analysis with the subscales of the questionnaire with the preference of the students of distance learning. The only significant one is the first item of the questionnaire. Conclusion: In conclusion, the results of this research show that students in a PBL school adopt a deep learning approach. Older students with good computer skills prefer online learning to face-to-face learning more than younger ones do. In addition, students prefer online learning to increase their satisfaction in their time of studying, and there is a significant relationship between their computer skills and the learning approach. [ABSTRACT FROM AUTHOR]

In the trend of innovating university teaching methods in the direction of student-centered learning, this article proposes the application of problem-based learning (PBL) in teaching English communication skills to engineering students at University of Engineering and Technology, Vietnam National University. With a combination of qualitative and quantitative methods, the research svhowed that PBL was an ideal teaching method since it enabled engineering students not only to improve their communication skills but also to apply the content knowledge in the English course. In addition, the study identified the main challenges faced by students in implementing group projects. It is hoped that this study can provide researchers and teachers with useful implications for using English as a medium of instruction in science-related subjects. [ABSTRACT FROM AUTHOR]

The paper investigates the effect of active civic education using project-based learning (PjBL) on attitudes towards civic engagement in a heterogeneous society. The study used a qualitative research approach involving a content analysis of responses to open-ended questionnaires, students' reports and weekly discussions with the students. The study examines whether the PjBL approach, which was developed in medical schools, can be an effective instructional tool for promoting the civic engagement of college students in a multi-ethnic society. Our findings indicate that PjBL is effective. The approach prompted non-Jewish minority students in Israeli society to consider future civic engagement. It also improved their understanding of the concepts of accountability, transparency, civil and human rights, and the ability of individuals in a democracy to obtain answers from their government. Finally, PjBL underscored their ability and obligation to contribute to their communities. [ABSTRACT FROM AUTHOR]

Learning strategies are important catalysts of students' learning. Research has shown that students with effective learning strategies are more likely to have better academic achievement. This study aimed to investigate students' adoption of learning strategies in different course implementations, the transfer of learning strategies between courses and relationship to performance. We took advantage of recent advances in learning analytics methods, namely sequence and process mining as well as statistical methods and visualisations to study how students regulate their online learning through learning strategies. The study included 81,739 log traces of students' learning related activities from two different problem-based learning medical courses. The results revealed that students who applied deep learning strategies were more likely to score high grades, and students who applied surface learning strategies were more likely to score lower grades in either course. More importantly, students who were able to transfer deep learning strategies or continue to use effective strategies between courses obtained higher scores, and were less likely to adopt surface strategies in the subsequent course. These results highlight the need for supporting the development of effective learning strategies in problem-based learning curricula so that students adopt and transfer effective strategies as they advance through the programme. Implications for practice or policy: • Teachers need to help students develop and transfer deep learning as they are directly related to success. • Students who continue to use light strategies are more at risk of low achievement and need to be supported. • Technology-supported problem-based learning requires more active scaffolding and teachers' support beyond "guide on the side" as in face-to-face. [ABSTRACT FROM AUTHOR]

Google cards as a tool to improve writing skills among EFL young children with learning disabilities Abstract Google cards (GC) are the cards that appeared in the results of Google search engine that contain an image with text, or shapes with text to provide educational rules or information, the current research aimed to introduce a program based on GC and problem-based learning (PBL) to improve writing s among EFL young children with learning disabilities. After the literature review of PBL and writing, a list of writing skills was prepared, as a guide for the proposed program. The results indicated the program sessions should be in 8 basic elements for each session: Title, objectives, teaching aids, Warm-up, procedures of learning writing skills using GC and PBL, directions to improve the learning of EFL young children with learning disabilities, evaluation, homework. The results were discussed in detail, and recommendations were provided. Keywords: Special education, Google cards (GC), Problem-based learning (PBL), learning disabilities, writing.

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes a pedagogical innovation implemented in our introductory linguistics course. We supplement classic theory building with a series of labs, deployed through a co-requisite 'lab' course that meets weekly. This builds on two previously established teaching strategies: the implementation of hands-on activities in linguistics classrooms, and the lab sections traditionally utilized in the natural sciences. The labs aim to fulfill three goals: (i) to better represent the field of linguistics in our introductory course, (ii) to help students solidify theories and connect them to the real world, and (iii) to teach practical skills for linguistics research and more broadly. [ABSTRACT FROM AUTHOR]

Objective: To explore self-regulated learning strategies in high-performing undergraduate medical and dental students. Study Design: Qualitative Case study. Setting: Medical and Dental students of a Private Medical and Dental College in Karachi. Period: August 2021 to December 2021. Material & Methods: A qualitative case study using constructivist and pragmatic paradigm was done. Data was collected using semi-structured interviews of high-performing students. Thematic analysis was done using atlas ti-9 for organizing data. Microanalysis was used to collect data from high achievers in three sequential phases: Examination prepratory activities, During examination performance, and self-reflection, processes following examination. Results: It showed twenty codes under three themes, Examination prepration activities, performance, Examination attempting abilities and Reflective practices. Examination prepratory activities codes were memory strategies, organization of content, rehersals, eloboration, group discussions, imagery, goal setting,strategic planning, time management, Mindfulness, lesson plan monitoring activities, learning plan, intrinsic motivation, meta-cognition, quality sleep, co-regulatory network and procrastination. Process or performance codes identified were, self-control, self-confidence, presentation of content, Problem-solving abilities, self-instruction, time management during examination. Reflective practices codes identified were receptive to feedback, self-consequence, reflective attitude and vision. Conclusion: High- achievers have centain self-regulatory attibutes which enhance their learning experience and help them to excel. The attributes identified through the research after exploring self-regulatory attributes in high achievers can be utilized to improve abilities of all medical and dental students. [ABSTRACT FROM AUTHOR]

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This research aimed to (1) design Problem-based Learning (PBL), (2) examine the learning achievement from PBL by (2.1) examining the achievement before and after using PBL (2.2) examining students’ learning outcome from PBL, and (3) examine students’ satisfaction towards PBL activities. The research samples included 54 high school students from Huay Rai Samakki School and Meng Rai Maharaj School, Chiang Rai. The research instruments were PBL activities, and a satisfaction evaluation form. This research employed mixed methods as research methodology. The result showed that (1) the 11 steps of employing PBL as learning activities could develop learning achievement of high school students. (2) the average achievement of high school students after learning activities by using PBL ( =8.50) was higher than the average achievement before using PBL( =6.11) with statistical significance at the 0.01 level. In terms of learning outcome, the students could reflect the ways of solving problems as the innovation from Thai identity including Thai Garland made from milk bags and carton, and Nah Chang Net (Thai Traditional Crafting Net) from waste magazine paper and straw. Finally, the research samples were satisfied to the highest level regarding using PBL as teaching and learning management ( =4.53) because the knowledge gained can be developed into different contexts of work subjects able to transfer the knowledge gained to others in the future.

The science, technology, engineering, and mathematics (STEM) education research delves into the core of sustainable development goals (SDGs), including the pillars of quality education (SDG4), robust economic growth (SDG8), and diminished inequalities (SDG10). These pursuits stand as keystones in sculpting inclusive societies and bridging societal gaps. While previous studies utilising data envelopment analysis (DEA) have explored educational performance mainly from a macro-perspective, there is a lack of micro-perspective investigation. Our study aims to fill this gap by proposing a DEA approach to assess the relative efficiency of engineering classes. We analysed 70 classes covering 38 subjects in the first semester of 2022 at a South American school. Methodologically, we employed the slack-based measure (SBM) model under the benefit of doubt (BoD) condition. Unlike prior research, we analysed classes' relative performance considering different pedagogical approaches - 11 active-learning classes (15.7 %) and 59 passive-learning classes (84.3 %). Our results showed that 18 classes were efficient (25.7 %). Active classes were more efficient, but few subjects maintained similar efficiencies for all classes. Moreover, efficient classes were concentrated in the last two years prior to graduation (57.9 %). This may represent an additional barrier for low-income students, who tend to drop out in the first years. The findings support several improvement recommendations, such as integrating digital technologies, boosting active learning opportunities, and bolstering classes in foundational subjects. Also, implications for researchers, decision- and policy-makers are discussed. Our approach can be replicated in diverse educational contexts, enabling the identification of strengths and weaknesses for more efficient educational management. [Display omitted] • DEA SBM-VRS-BoD model to evaluate the efficiency of engineering classes based on SDG4. • 45.45 % of the engineering classes based on active learning techniques were efficient. • First-year engineering classes were more inefficient and most of them were expositive classes. • ICT and Digital technologies, enhancing qualification of teaching staff, and reviewing class size. • Education efficiency, active learning, course assessment, and inclusion are fundamental to achieving SDG4. [ABSTRACT FROM AUTHOR]

• Gamification along with PBL has a positive impact on the educational experience of mathematics students compared to traditional instruction. • Most students consider games make the learning environment more appealing and motivating, encouraging them to attend classes with greater enthusiasm. • Findings suggest that students perceive gamification as a valuable learning tool, finding it exciting, motivating, and useful for enhancing their educational experience. • The results demonstrate that the combination of PBL with gamification significantly increases students' average grades, indicating an improvement in academic performance. • The combination of learning techniques is effective in stimulating creativity and enhancing mathematics learning. This study aims to determine whether the combination of techniques such as gamification along with problem-based learning (PBL) can significantly enhance the problem-solving abilities of university students and their academic performance compared to those who do not receive this educational approach. An experimental design was employed, incorporating the administration of tests, data collection, non-participant observation directed at teachers, and a survey administered to students. The study was conducted with 42 students in the treatment group and 37 students in the control group. As a result of the analysis, it was identified that the combination of gamification and PBL significantly improves the problem-solving capabilities of the treatment group, as well as the average grades. This suggests that these techniques can increase the engagement, motivation, and academic performance of university students in the context of mathematics. This holds significant implications for the design of educational programs and underscores the importance of integrating innovative approaches in teaching to foster holistic student development. It is recommended that educational programs and teachers consider the implementation of techniques that promote active student participation and the integration of technological resources to enhance the teaching and learning process of mathematics in university students. [ABSTRACT FROM AUTHOR]

Within home economics and household-related education, a major challenge is to grasp complexity, understand it and accept it as a manageable task. Problem-based learning (PBL) offers a concept for understanding more complex questions and problems from everyday life and how they are interwoven with social conditions. Opportunities and limitations are discussed from the perspective of higher education didactics. [ABSTRACT FROM AUTHOR]

This study investigated university teachers' perspectives on their change readiness to implement education for sustainable development (ESD) through their participation in a problem-based learning (PBL) pedagogical development (PD) program. Theoretically, the study connected a systems-thinking approach to change readiness literature and proposed a four-dimensional conceptual framework, including intrapersonal, relational, and environmental dimensions. Q methodology was adopted to collect and analyze data both qualitatively and quantitatively. Four significantly different viewpoints emerged among the 25 participants regarding what they considered most important for their change readiness towards ESD, namely (1) improvement of teaching and learning performance, (2) personal learning and conviction, (3) applying PD learning to practice, and (4) student learning engagement and professional practice. Revealing a complex and interrelated connection between the four dimensions of change readiness, these results also observed university teachers' expression of learning gains and engagement in prospective change. Nevertheless, such change readiness was mainly within their micro teaching practice environment, with little anticipation of commitment to a wider institutional scale of change. Such restrictions on their change readiness were attributed to constrained institutional conditions and supports for long-term improvement. Results of the study suggested that it is essential to facilitate both individual awareness and efforts, as well as institutional readiness for the goal of implementing ESD in higher education (HE). In this regard, both systemic and systematic professional learning activities are recommended. [ABSTRACT FROM AUTHOR]

Scholars propose that students should be empowered when using social media in problembased learning (PBL) as it is expected to provide positive learning experiences. Nonetheless, even though the use of social media has been described as empowering in PBL, not much research has measured students' experiences of the empowerment offered by multiple scaffolders through social media. In this study, 84 final-year undergraduate management students from a private university in Malaysia participated in a simultaneous within-subject experimental design to solve a business decision-making problem on Facebook. For eight weeks, multiple scaffolders, including an instructor, two business experts, and three to four peers, were present in each closed Facebook group. The students then answered a questionnaire following the PBL activity. Anchored on the Structural Empowerment (SE) Theory, this study evaluated the students' perceptions of the SE provided by these scaffolders. Subsequently, the relationships among the scaffolders were measured. The results were analysed descriptively and inferentially. Overall, the students reported positive learning experiences but perceived that the instructor and peers provided more SE than the business experts. However, the business experts' comments on the students' work and discussion points accelerated their problem-solving tasks. Furthermore, the SE provided by peers, instructors, and business experts correlated significantly, suggesting each scaffolder relied on each other when scaffolding. The findings indicate that all scaffolders, including the more experienced ones, should depend on the SE provided by other scaffolders to enable students to complete the complex business problem-solving tasks in PBL. [ABSTRACT FROM AUTHOR]

Multi-User Virtual Environments (MUVEs) provide a rich and immersive context for introducing inquiry-based and Problem-Based Learning (PBL) into science classrooms. MUVES can have a significant effect on learning outcomes, however, illuminating how particular design features interact with those outcomes is an important area of investigation for the field. There has been a trend in the development of instructional technology towards designing MUVEs with a top-down, central narrative and positioning the student as an active protagonist in the storyline. A case study contrasted two MUVEs focused on the same science content, a eutrophication scenario, but with different overarching structures and types of guidance. Quest Atlantis: Mystery of Taiga River adopts a narrative approach in which students enter into the storyline about a declining fish population in a local national park and develop an explanation for who is responsible. EcoXPT adopts an epistemological approach that seeks to leverage the affordances of MUVEs to engage students in the investigative approaches that ecosystems scientists use; it invites students to explore an ecosystem in which they discover an environmental puzzle and then, using epistemologically authentic approaches, try to figure out what is going on and why. The case study found that these contrasting structural features interacted with student modes of engagement and their learning outcomes, with the Taiga classes grasping complex human impacts on the environment and EcoXPT classes understanding the epistemologies involved in understanding complex processes within ecosystems. [ABSTRACT FROM AUTHOR]

Educational institutions must change to create a learning ecosystem that prioritizes skills crucial for the 21st-century learners in the current global context that is quickly evolving. With an emphasis on evidence-based education, global citizenship, the integration of Sustainable Development Goals (SDGs), translatory practice, active learning strategies, improved clinical placement experiences, and peer learning, this paper explores the strategies for enhancing the efficacy of learning ecosystems. These elements are essential for encouraging continuous education in students and preparing them to meet their personal and professional needs. Through the integration of these components into instructional strategies, teachers can cultivate an atmosphere that readies students for the intricacies of contemporary work environments and global citizenship., Competing Interests: Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Qureshi et al.)