A study of problem-based learning in higher education with a focus on sustainability degree programmes

Semih Severengiz, Stephan Sommer, Michelle Hoffmann and Ann Kathrin Stinder

As part of the SEED conference, which, like the project itself, focused on education in the field of renewable energies, the Sustainable Technologies Laboratory published a study on the approach of Problem-Based Learning (PBL). This approach is frequently used in teaching at the Laboratory and at Bochum University of Applied Sciences, particularly in project studies. The publication compares PBL with similar methods, such as Project-Oriented Learning (POL) and Research-Based Learning (RBL).

Key Findings:

1. Significance of PBL: PBL is an innovative teaching method that encourages students to learn independently and in a practical context. Unlike traditional teaching approaches, PBL involves working on complex, real-world problems that do not have predefined solutions. This promotes analytical thinking and problem-solving skills.
2. Survey Results: Both students and lecturers at Bochum University of Applied Sciences view PBL positively. Students especially appreciate the way it enhances skills like critical thinking and teamwork. Lecturers emphasize that PBL bridges the gap between theory and practice, better preparing students for real-world challenges.
3. Challenges: Despite the positive feedback, there are also challenges. PBL is time-consuming for instructors, and some students express a desire for clearer guidelines and structures. There is a need to better support the learning process and provide more structured guidance.
4. Study Methodology: The study is based on surveys conducted among 60 students and 13 lecturers. It examined how PBL influences the development of skills and how the effort compares to other teaching methods.

Conclusion:

The study concludes that PBL is a valuable method in higher education, motivating students and preparing them for complex, real-world problems. However, it emphasizes that further research and collaboration are necessary to more effectively integrate PBL into higher education, particularly in sustainability sciences. Due to the small sample size, the results are only partially generalizable, and further studies are needed.

In summary, the study shows that PBL enhances students' analytical and problem-solving skills. At the same time, there is a need for clearer guidelines and more intensive support from instructors.

Read the full publication here.