Problem-Based Learning Beyond Teaching: Case of Social Science Education in Latvia

Abstract

Problem-based learning (PBL) is a student-centered instruction approach focused on skills development in problem-solving, interaction, autonomy, and critical thinking to learn and act to co-create new knowledge and solutions. Rarely, but authors sometimes identify the benefits of PBL for educators, for example, by allocating instructional time more flexibly for monitoring student performance and discussing issues. However, in the era where collaboration among universities and industries is emphasized, the authors pay little attention to contextualizing PBL in a broader context, such as bringing benefits for relationship management with the industry and alumni, promoting regional development, corporate and social responsibility, marketing of educational organizations, and talent development to create a mutual benefit-based ecosystem. Academic discussions about PBL planning and implementation also neglect the needs and motivation of industry stakeholders to get involved, thus narrowing not only the possibilities for cooperation between both parties but also negatively affecting student learning outcomes, which also directly depend on industry partners.