Integrating Problem-Based and Project-Based Learning in Human Geography: studying urban green spaces in a master’s course on healthy urban planning

Abstract

Higher education in geography has been emphasizing active learning approaches that connect academic knowledge with professional practice. This paper presents a case study of an attempt to integrate Problem-Based Learning and Project-Based Learning within a master’s course in Human Geography focused on Healthy Urban Planning. The learning design, centred on urban green spaces as real-world planning challenges, engaged students in the analysis of environmental urban infrastructure with a focus on health promotion. The course involved graduate geography students working collaboratively through problem definition, data collection, analysis, and solution development, mirroring professional workflows. Students’ perceptions of the learning experience were explored through two anonymous open-ended surveys administered after course completion. Thematic analysis revealed high problem engagement, enhanced understanding through applied learning, and the development of autonomy, collaboration, and other transferable professional skills. Instructor guidance and peer interaction were identified as key supports, while challenges related to workload and uneven participation were also reported. The findings suggest that integrating Problem-Based and Project-Based Learning offers a valuable pedagogical framework for geography and planning education, particularly for place-based topics. The paper contributes to ongoing discussions on innovative teaching practices in higher education by illustrating how active learning supports disciplinary understanding and professional skill development.