Characteristics, benefits, challenges, and socio-cultural factors of implementing pbl in qatar

Abstract

While project-and/or problem-based learning has been implemented in higher education worldwide for several decades, both modes of PBL remain a new phenomenon in Qatar. Over the past few years, several research projects have been conducted examining the initial PBL implementation experiences and effects in Qatar. In order to provide an overall picture of implementing PBL in Qatari educational institutions, the current study provides a review of literature on how PBL has been practiced, what benefits have been perceived and documented, what challenges have been encountered, and what the future prospects are of PBL. The following research questions served as a guide for this study: What are the characteristics of PBL implementation in Qatar? What are the benefits and challenges of implementing PBL in Qatar? What socio-cultural factors have contributed to or constrained PBL implementation? Fifteen articles were selected that were appropriate for the literature analysis. The findings that emerged from the synthesis of the 15 papers included three overarching themes: preparation for change, implementation of change, and evaluation of change. Within each theme, both teachers' and students' perspectives were summarized. From the perspective of students, subthemes were identified including approaches to learning, views on and characteristics of collaboration, student engagement, and agency. From the perspective of teachers, the subthemes identified were readiness for change, fidelity of PBL implementation, agency development, and professional identity negotiation. In addition, socio-cultural factors contributing to and constraining the implementation of PBL were also identified and discussed. The paper concludes with recommendations on the prospects of implementing PBL in the educational system of Qatar and beyond.