Problem Design Characteristics in School-Based PBL: A PRISMA-Informed Review of Korean K-12 Cases

Abstract

Problem-based learning (PBL) relies on the problem as the generative trigger for inquiry, collaboration, and assessment, yet school-based reports often provide limited guidance on how problems are actually designed. This PRISMA-informed review analyzed 24 PBL cases published in Korea Citation Index (KCI) journals (2020–2025) to characterize enacted problem design in Korean K–12 settings. Using a literature-grounded framework covering authenticity, cognitive demand, collaboration, and pedagogical alignment, five expert coders conducted calibration and consensus coding of 12 elements on a 0–3 rubric. The findings showed that Perspective Integration, Analysis Requirements, and Assessment Opportunities were most strongly represented, whereas Curriculum Integration and Cognitive Conflict were less frequently advanced. Correlation and triad analyses further indicated recurring design patterns centered on collaboration and authenticity, while cognitively destabilizing configurations were rare. These results suggest that Korean K–12 PBL tends to emphasize socially supported, contextually meaningful inquiry. By contrast, the rarely observed cognitive-demand triad suggests a tendency to avoid problems requiring strong conceptual destabilization and deep analysis. These findings identify context-bounded design patterns and offer practical guidance for designing PBL problems that better balance socio-cognitive support, conceptual challenge, and curricular coherence.