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Open research questions in Problem and Project Based Learning

145 unresolved questions extracted from the limitations and future-work sections of 4,027 Problem and Project Based Learning papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • guide universities, policymakers, educators, and higher education stakeholders in advancing adult learning through effective adoption of Problem- Based Learning (PBL) in Uganda.

    Problem-Based Learning as a Precursor for Adult Learning in Uganda Universities · 2026 · DOI

  • of review, set proposed Based on the evidence synthesised in this strategic a systematic recommendations guide universities, policymakers, educators, and higher education stakeholders in advancing adult learning through effective adoption of Problem- Based Learning (PBL) in Uganda.

    Problem-Based Learning as a Precursor for Adult Learning in Uganda Universities · 2026 · DOI

  • stimulate dialogue, reflective transformation, and cognitive restructuring, central elements of transformative learning (Kear, 2013; Taylor & Hamdy, 2013; Mann, 2011). This interplay between reflection and problem solving demonstrates why PBL is not merely a content- acquisition method but also a catalyst for profound cognitive and personal change among adult learners (Morris, 2020; Kitchenham, 2019; Hung, 2019; Hmelo-Silver & Eberbach, 2022; Kucukaydin & Cranton, 2017).

    Problem-Based Learning as a Precursor for Adult Learning in Uganda Universities · 2026 · DOI

  • Many important questions remain about the impacts of TBL on student outcomes in undergraduate STEM education and should be explored in future studies. For example, does the TBL approach improve student outcomes in STEM courses across a range of class sizes, class years, and disciplines, as well as differing educational contexts (community colleges and small colleges versus large research universities)? The majority of our 55 studies originated mostly from large universities (Appendix), with only a few examples of studies carried out at small colleges and community colleges. Unfortunately, the lower number of research studies stemming from small colleges and community colleges limits our understanding of TBL outcomes in different STEM student populations. Furthermore, only one study addressed the relationship between class size and student outcomes in TBL, with the results indicating that student performance and perceptions of TBL were similar between smaller and larger class sizes (Ng & Newpher, 2021). These findings are encouraging given the many negative outcomes that have been reported in higher education with large university classes (Cash et al., 2017). To this end, we recommend that future TBL studies explore its effectiveness across varied educational settings and classroom sizes. While the studies in our literature review represent a wide range of STEM disciplines and classroom contexts, more work is needed to better understand whether all student populations benefit from this teaching approach. For example, it will be important to determine whether TBL in STEM has a positive impact on students from disadvantaged backgrounds, as has been shown for active learning in STEM (Theobald et al., 2020). One study outside of STEM education found that Black students in TBL received lower peer evaluation scores while maintaining similar course grades to their teammates’ grades (Macke et al., 2019). These findings suggest that implicit biases toward teammates can harm students from disadvantaged backgrounds and create a negative experience with TBL. In our 55 studies, only 24 included information on student demographics (race, ethnicity, sex, gender, and/or age) and only 10 of those studies explored relationships between student demographics and student outcomes, typically focusing on sex and gender (Lewis & Estis, 2020; Mitchell & Vaughan, 2022; Peters et al., 2020; Ramos-Rodriguez et al., 2024; Travis et al., 2016; Zha et al., 2021) and in one example, ethnicity (Beneroso & Erans, 2021), which found no differences among groups. In the future, it will also be important to address whether online TBL engages students as well as in-person TBL and if online course versions can achieve similar student learning outcomes.

    Team-Based Learning in Undergraduate STEM Education: A Systematic Review of Implementation Practices and Student Outcomes · 2026 · DOI

  • In this context, the effects of different PBL models on students’ problem-solving skills could be investigated. Effect of PBL on middle school students’ problem-solving skills Research in the literature indicates that traditional approaches are insufficient for effective mathematics instruction, particularly in developing strong problem-solving skills.

    The Effect of Problem-Based Learning on Middle School Students’ Problem-Solving Skills: The Content Area of Probability · 2026 · DOI

  • The limitations of this study have potential to be a key focus for future studies to expand the understanding of PBL implementation in science learning. One limitation was found in the geographically and contextually limited scope of the data, resulting in a limited understanding of the variations of PBL around the world.

    Unveiling the Global Instructional Impact of Problem-Based Learning in Science Education: A Comprehensive Systematic Review · 2026 · DOI

  • Fourth, future research should explore the long-term effects of the PJBL model on cognitive skills, academic performance, and knowledge retention to determine how well the model supports sustained learning and skill development over time.

    Enhancing Design Thinking Skills through a Multi-Interaction Blended Project-Based Learning Model in Higher Education · 2026 · DOI

  • The long-term impact of role-play sessions on behavioral changes is not investigated.

    A study to evaluate the effectiveness of role-play as a teaching-learning method for communication skills among second-year students · 2026 · DOI

  • Based on the findings of this study, the following recommendations are made: 1. Curriculum Integration: Project-Based Learning should be fully integrated into the technical education curriculum as a core instructional strategy rather than an optional method. This will ensure consistent exposure of students to experiential learning opportunities. 2. Teacher Training and Professional Development : Educators should be provided with continuous professional development programs to equip them with the skills required Copyright © 2026 by the authors 352 Journal of Contemporary Academic Research and Methodologies (JCARM) Volume 1 | Issue 4 | May 2026 to design, implement, and assess PBL effectively. Training should focus on facilitation techniques, classroom management in PBL settings, and assessment strategies (Al-Kamzari & Alias, 2025). 3. Provision of Learning Resources: Educational institutions should invest in adequate learning resources, including digital tools, laboratory equipment, and collaborative platforms to support effective implementation of PBL. 4. Adoption of Alternative Assessment Methods: Traditional assessment methods should be complemented with alternative assessment strategies such as portfolios, rubrics, peer assessment, and performance-based evaluations to accurately measure students’ critical thinking and problem-solving abilities (Huda et al., 2024). 5. Policy Support: Educational policymakers should develop supportive frameworks that encourage the adoption of innovative pedagogies such as PBL in technical and vocational education systems.

    EFFECTIVENESS OF PROJECT-BASED LEARNING IN ENHANCING CRITICAL THINKING AND PROBLEM-SOLVING SKILLS AMONG TECHNICAL EDUCATION STUDENTS IN LAGOS STATE TECHNICAL COLLEGES. · 2026 · DOI

  • Recent scholarship argues for clearer articulation of the function mathematics serves in STEM tasks and for designs that maintain conceptual coherence and assessable mathematical engagement.

    ‘KEEP IT HOT’ Module: Integrating STEM with Mathematics as the Core Focus through Problem-Based Learning and the Engineering Design Process · 2026 · DOI

  • Comparative studies can examine how discipline-orchestrated integration (mathematics-centred) contrasts with discipline-balanced STEM tasks in relation to mathematical understanding, engagement, and transfer.

    ‘KEEP IT HOT’ Module: Integrating STEM with Mathematics as the Core Focus through Problem-Based Learning and the Engineering Design Process · 2026 · DOI

  • Overall, PBL has established utility in SLP programs, and research is warranted to further investigate PBL components such as outcomes, modes of delivery, case development, and facilitator training.

    Problem-Based Learning in Speech-Language Pathology Programs: A Scoping Review · 2025 · DOI

  • However, limited research has examined the similarities and differences between the ideas of Dewey and Kilpatrick, whose ideas are still relevant and continue to influence PBL’s development.

    Enhancing Project-Based Learning in 21st-Century Classrooms: Lessons from Dewey and Kilpatrick’s Progressive Ideas · 2025 · DOI

  • To do this, we suggest that a coherent thread of PBL should be enacted that is stratified to progress students through increasingly open problems and projects, each connected to other aspects of the taught curriculum while enabling skills development and the formation of professional and responsible attitudes and attributes.

    The Role of Project Based Learning at the Core of Curriculum Development · 2024 · DOI

  • Even though undergraduate nursing education and radiography education have similarities, studies that focus on the effectiveness of PBL in radiography have not been documented in the literature.

    Design and Implementation of a Problem-Based Learning Module in a Clinical Radiography Course to Foster Image Critique Skills: An Evaluative Case Study · 2024 · DOI

  • The Study and Research Path (SRP) methodology, emphasizing exploration of answers to open questions, has recently gained recognition as an effective active and inquiry-based learning approach, notably in the realm of Mechanical Engineering education.

    Adapting the ‘study and research path’ methodology in strength of materials to online teaching and resource-constrained scenarios · 2024 · DOI

  • While there have been numerous calls to action for centering occupation in the OT classroom and proposed models to approach course design, there is limited literature on occupation-centered course design in specific courses, notably foundational science courses like anatomy and applied biomechanics.

    Occupation-Centered Anatomy and Applied Biomechanics Courses: Design and Outcomes · 2022 · DOI

  • The findings merit further investigation of PBL in this and similar contexts, including the longitudinal effects of PBL and the trialling of different combinations of PBL with explicit and deductive instruction.

    A pilot course with project-based learning in an intensive English program · 2022 · DOI

  • The current study addresses the limited research on knowledge acquisition in Project-Based Learning (PjBL) and assesses its development using a Multidimensional Curriculum Model (MdCM) among 563 elementary and secondary school stu-dents in Israel.

    Effects of Innovative Project Based Learning Model on Students' Knowledge Acquisition, Cognitive Abilities, and Personal Competences · 2022 · DOI

  • <p style='text-indent:20px;'>STEM (science, technology, engineer, mathematics) education and engineering education are receiving an increasing amount of interest worldwide, but related research on the influence of STEM courses on students' engineering problem solving in China is scarce.

    A laser-cutting-centered STEM course for improving engineering problem-solving skills of high school students in China · 2021 · DOI

  • Future Research: Our small explanatory sequential mixed methods study began as a class project, yet highlighted areas that could be studied further for doctoral candidates and graduates in clinically oriented fields, such as learning what types or qualities of training and mentorship may yield more career preparedness and satisfaction.

    Learning by Doing: Student Experiences in a Mixed Methods Research Course · 2021 · DOI

  • At King Abdulaziz University (KAU), clinical biochemistry is still taught in the form of didactic lectures, and while there is a need for introducing active learning, student learning response from TBL has not been explored.

    Team‐based learning versus traditional didactic lectures in teaching clinical biochemistry at King Abdulaziz University; learning outcomes and student satisfaction · 2021 · DOI

  • Descriptive (percentages, means and standard deviations) and inferential (Mann-Whitney U test, Kruskal-Wallis H test and effect size) analyses were employed on the data provided by the closed questions, whereas content analysis (category system and Kappa concordance coefficient) was thought more adequate for open questions.

    APORTACIONES DEL MÉTODO ABP EN LA CONSECUCIÓN DE COMPETENCIAS DE ACCIÓN PROFESIONAL · 2016 · DOI

  • The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI).

    Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students · 2015 · DOI

  • CONCLUSIONS: Although there is a progressive increase in publications on PBL group interaction during the last 10 years, there are knowledge gaps and deficiencies in this area and most studies are lacking solid theoretical basis and are descriptive.

    Group interaction in problem‐based learning tutorials: a systematic review · 2014 · DOI

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145 open questions have been extracted from the limitations and future-work passages of 4,027 Problem and Project Based Learning papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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