Synergy between problem-based learning and educating for sustainability: A review of the literature

Abstract

This literature review examines the synergy between problem-based learning (PBL) and educating for sustainability (EfS) in 29 selected research reports. Guiding questions were: How does PBL impact learning academic content? What PBL instructional strategies promote EfS? What EfS skills and understandings are promoted by PBL? What research opportunities are revealed through analysis of the literature? The review is framed in the context of progressivism, reconstructionism, and wicked problems. The reading and analysis of the studies revealed five themes: Knowledge for real world problem solving, tools for taking action, working together for change, interdependency for well-being, and reflection for improved actions. The findings suggest that PBL improves student learning, scaffolds aid in this improvement, and interdependent behavior and reflective thinking can be promoted. The National Education for Sustainability K-12 Learning Standards (U.S. Partnership for Education for Sustainable Development, National education for sustainability K-12 learning standards, 2009) were used as a tool to discover links between PBL and EfS. Using this method, natural and strong associations emerged. However, to make the case for stronger coupling between PBL and EfS, more research is needed.