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AuthorRomanowski, Michael H.
AuthorKarkouti, Ibrahim M.
Available date2024-04-24T10:02:24Z
Publication Date2021-01-01
Publication NameInterdisciplinary Journal of Problem-based Learning
Identifierhttp://dx.doi.org/10.14434/ijpbl.v15i1.28793
CitationRomanowski, M. H., & Karkouti, I. M. (2021). Transporting Problem-Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities. Interdisciplinary Journal of Problem-Based Learning, 15(1), n1.‏
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85116665055&origin=inward
URIhttp://hdl.handle.net/10576/54216
AbstractThe globalization of education has increased large-scale education reforms worldwide. Over the past 15 years, Gulf Cooperation Council Countries (GCC) have invested significant resources in reforming their education systems. This has led to extensive borrowing of pedagogical approaches to initiate and implement educational change. This article evokes several cultural learning scripts to identify the challenges that arise when pedagogical approaches are adopted and implemented. Specifically, problem-based learning (PBL) is examined against the backdrop of these cultural scripts to examine the cultural complexities of PBL in a GCC context. Discussion is provided that addresses several fundamental concerns that should be considered in order to reduce the cultural challenges and improve the implementation of PBL in GCC contexts. trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.
Languageen
PublisherPurdue University Press
Subjectcultural scripts
education reform
educational borrowing
GCC countries
project-based learning
TitleTransporting Problem-Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities
TypeArticle
Issue Number1
Volume Number15
dc.accessType Open Access


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