PROBLEM-BASED PEDAGOGY IMPACTS ON YOUNG TEACHERS’ LEARNING OUTCOMES

Abstract

PBL is gaining prominence as an alternative teaching strategy in higher education institutions. This study aims to understand university students' perspectives on the implementation of Problem-Based Learning (PBL) in their academic settings. The study uses quantitative method of data collection and analysis. The survey was conducted among N=150 young teachers in Shaheed Benazir Bhutto University Shaheed Benazirabad. Data analysis was carried out through SPSS. The findings reveal that most of respondent agree with the Problem based learning have impact on young teachers involvement in learning activities. While PBL appears to have several educational advantages such as increased young teachers engagement, critical thinking, creative skills, management skills, problem solving skills and leadership skills. It also presents challenges like being time-consuming. Therefore, a flexible pedagogical approach blending traditional methods with PBL is recommended. The study suggests a need for faculty development in PBL methods to address the gap in teacher expertise and the challenges in PBL implementation.