ADOPTING PROBLEM-BASED LEARNING FOR BUILDING TECHNOLOGY PROGRAMS IN HIGHER EDUCATIONAL INSTITUTIONS OF DEVELOPING COUNTRIES

Abstract

Problem-based learning has been effectively adopted in many developed countries. In developing countries, however, there are still restraints and challenges to adopting this studentcentered instructional approach for Building Technology (BT) programs in many Higher Educational Institutions (HEIs) despite the skill gap. PBL is a student-centered approach that inspires students to study independently and apply their skills in solving real-world problems in an appropriate and realistic context. Few literatures have explored the adoption of PBL in HEIs in developing countries. Therefore, this paper provides an overview of PBL currently in HEIs of developing countries and convincing evidence for its effectiveness in instruction. The paper offers the basis for adopting PBL in BT instruction in HEIs of developing countries. The paper also describes a potential model of implementation, identifies some challenges facilitators may encounter during the application, and provides strategies for effective adoption, including the integration of real-world problems, collaborative group work, and the training of facilitators to guide students appropriately. Additionally, it provides specific recommendations for enhancing the adoption of PBL in HEIs of developing countries. As educational paradigms shift to embrace modern, student-driven methodologies, this analysis highlights the urgent need for HEIs in developing countries to adopt PBL strategies, which can significantly enhance both teaching and learning outcomes, prepare students for complex problem-solving, and ultimately, better equip them to meet societal and labor market demands.