Year: 2025
Type: article
Abstract: The Spring 2025 issue of the Interdisciplinary Journal of Problem-Based Learning, Volume 19 Issue 1, features six diverse yet thematically connected articles that explore the evolving practices and pedagogical value of complex, ill-structured learning environments across multiple domains.Each article offers a unique lens on how learner-centered pedagogies can cultivate critical thinking, collaboration, innovation, and real-world impact in both higher education and K-12 contexts.Across these contributions, several key themes emerge: interdisciplinarity, authentic learning experiences, student agency, and the application of design thinking and inquiry-based strategies to address complex problems. Interdisciplinary Nature of PBL and PjBLA central theme woven throughout this issue is the interdisciplinary nature of PBL and PjBL.For instance, Warr et al.'s (2025) article on interdisciplinary problem-based learning (iPBL) in graduate education demonstrates how bringing together students from varied disciplinary backgrounds can foster deeper understanding and push learners to critically examine their own epistemological assumptions.This same interdisciplinary emphasis surfaces in Kee et al.'s (2025) work on design thinking within PjBL, where learners engaged in transnational projects that integrated design, engineering, and social innovation to address issues such as child poverty and dementia care.These examples underscore that interdisciplinary collaboration not only enriches the learning process but also mirrors the complexities of real-world problem solving. AuthenticityAuthenticity is another key thread that runs through the six articles.Kee et al. (2025) emphasize the importance of human-centered design and community engagement, while Jaleniauskiene and Venckiene (2025) explore project-based language learning (PBLL) as a vehicle for connecting students to real-life communication tasks and social issues.Projects in both studies required learners to move beyond classroom simulations and engage with real stakeholders, thereby
Authors: Kimberly Farnsworth, Xun Ge
Institutions: North Carolina State University, University of North Texas
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409219931