In recent years, teachers across all sectors have been searching for approaches that help learners develop essential life and work skills while also building subject knowledge in meaningful, engaging ways. One approach gaining more and more interest in English Language Teaching (ELT) is problem-based learning. In this post, we explore what problem-based learning is, how it differs from project-based learning, and why it is such a powerful fit for engaging learners with real-world sustainability issues in the language classroom.
What is problem-based learning?
Problem-based (often referred to as PBL) is a student-centred approach to teaching and learning. Learners are presented with an open-ended, often complex real-world problem. They then work in small, collaborative groups to propose a solution to the problem.
The approach emerged in the 1960s within medical education. Medical educators recognised that future doctors needed more than theoretical knowledge; they needed to be able to diagnose, analyse, research and reason their way through complex problems. So, instead of listening to lectures and memorising content, students were presented with authentic, open-ended patient cases and worked in small groups to identify what they needed to learn about the case, so that they could present a diagnosis and propose the treatment.
The approach’s core principles such as learner-driven inquiry, collaboration, the use of real-world problems, and a focus on transferable, higher-order thinking skills led to its widespread adoption across other disciplines, including ELT. In a typical PBL experience learners have to:
- Work together to identify what they need to know
- Research information independently
- Analyse the information gathered
- Decide what the solution to the problem is
Benefits of a problem-based approach to learning
There are many benefits to using the approach. Although this is still a relatively new research area in ELT, there is emerging evidence that PBL helps learners develop self-directed learning habits, enhances critical thinking and problem-solving skills and at the same time strengthens communication and collaboration skills (e.g. Ali, 2019). It can also promote decision-making and self-reflection as well as increase student engagement and participation.
Problem-based learning vs project-based learning
Problem-based learning and project-based learning are sometimes used interchangeably, but it should be noted they are distinct approaches. They have similarities (and not just the acronym PBL!) such as supporting the development of 21st century skills by providing the students with the opportunity to use their knowledge and skills in an authentic task.
But there are many differences. First is the starting point: while problem-based learning starts with an open-ended problem and without a single correct solution, project-based learning starts with a product to be created (whether it’s a poster or an oral presentation). The duration of the process is also different, problem-based learning is usually shorter and project-based learning tends to be lengthier.
Another distinction that can be made is around the focus of learning. In problem-based learning the focus is on the process of solving the problem whilst in project-based learning the focus is more on the final product.
Both approaches are valuable, but problem-based learning is uniquely suited to helping learners explore real-world sustainability challenges while engaging with language in a meaningful way.
Why problem-based learning works well for Sustainability and language learning
Sustainability issues, whether environmental, social or economic, are often complex. They involve exploring multiple perspectives, engaging critically with information and ethical decision-making. This complexity mirrors the type of “problems” used in problem-based learning, making the approach an excellent pedagogical match.
1. It increases engagement through real-world relevance
When learners come across authentic problems such as “How can our community reduce food waste?” or “What should a school do when a local river becomes polluted?” they can easily relate and see the relevance. Engagement becomes natural rather than teacher-driven. For language learners, being able to relate to the topic leads to more speaking, more negotiation of meaning and ultimately deeper and authentic learning.
2. It develops sustainability skills through inquiry and action
Problem-based learning fosters systems thinking, empathy, decision-making and collaborative problem-solving. All of these are key skills found in the Cambridge Sustainability Framework for ELT and are relevant to achieving all of the United Nation’s Sustainable Development Goals (UN SDGs).
Learners must research, compare options, evaluate and justify their reasoning. These are the very skills needed to navigate global sustainability challenges.
3. It creates rich language learning opportunities
Language learning happens best when learners need language for genuine communication. Problem-based learning naturally generates opportunities for:
- discussing possibilities
- analysing causes and consequences
- expressing opinions
- negotiating solutions
- presenting recommendations
Because learners drive their own inquiry, they become motivated to acquire the vocabulary and structures needed to articulate their thinking.
4. It supports inclusive and differentiated learning
Teaching a mixed-ability class is a very common challenge for English teachers across the globe. In a problem-based learning approach, there are multiple possible solutions and roles within group work, allowing learners of different strengths to contribute in meaningful ways. This aligns closely with inclusive pedagogy principles and supports mixed-ability classrooms.
What problem-based learning looks like in practice
To illustrate what this may look like in an ELT classroom, let’s consider a challenge from Shining Lights, level 1 (A2) where learners work together to find ways to create less rubbish. Learners are presented with the challenge and the stages of the challenge:
For each stage scaffolding is given in the form of questions and suggestions (e.g. Research types of events you could create to help with these problems). Learners are free to take their research in directions that are relevant to their own contexts and bring it back to the group, who then discuss which event would be more effective for the audience they plan to have. Learners have the control, and they need to use English to negotiate.
Conclusion
Problem-based learning creates dynamic learning experiences in which sustainability and language learning reinforce each other, and that’s why it is so well suited to develop sustainability skills.
Discover how the Cambridge Sustainability Framework for ELT can support you to integrate these skills in your classroom.
References
Ali, S. S. (2019). Problem Based Learning: A StudentCentered Approach. English Language Teaching, 12(5), 73–77. https://doi.org/10.5539/elt.v12n5p73