Abstract

Problem-based learning (PBL) is a learner-centered instructional approach that emphasizes learning through the process of solving real-world problems. This article reviews the literature to synthesize research evidence concerning the effectiveness, challenges, opportunities, and research gaps associated with PBL in higher education. Based on the review, the article discusses implications for applying PBL to the teaching of psychology. The findings indicate that PBL is an effective instructional approach for developing students’ professional competencies while also revealing a lack of research on its application in undergraduate psychology education.

Keywords: Higher education, problem-based learning, psychology education, teaching psychology.