Although SoTL research provides results documenting the efficiency of problem-based and project-based learning, the process of change at the institutional levels all over the world is slow. Based on research and experience from the UNESCO Chair work all over the world, I point out seven premises for changing to PBL: governance and educational policy, research and political pragmatism, change at institutional and individual level, leadership, implementation, trust in students’ learning and global societies. These are premises at very different levels; however, in the global society they all play a role in the process of changing higher education. This essay places PBL in a SoTL framework of inquiry, research, application, and change, and explains that PBL is beneficial for students learning key skills.
"Premises for Changing to PBL,"
International Journal for the Scholarship of Teaching and Learning:
1, Article 4.
Available at: https://doi.org/10.20429/ijsotl.2010.040104