Exploring East African Teachers’ Perspectives on PBL: Potential for Upscaling

Despite improved access to higher education and a subsequently increasing number of university graduates in sub-Saharan Africa, many degree holders face unemployment (African Development Bank Group (AfDB), 2022). The higher education graduates’ unemployment has been associated with the education system’s emphasis on theoretical framework and study methods at the expense of applied learning, leading to insufficient practical skills needed for employment (AfDB, 2022; Khupe & Keane, 2017). To improve the quality of education, and in parallel to develop the world of work skills of students, curricula, together with teaching and learning methods, are recommended to be transformed towards student-centrism and applied learning (e.g., Dochy et al., 2003; Easterly et al., 2017).

Problem-based learning developing students’ 21^st-century skills

Problem-based learning (PBL) is a student-centered learning method in which students learn by solving authentic, real-life problems (Ali, 2019). Various studies have shown PBL to be effective in developing students’ 21st-century skills and competencies, such as critical and creative thinking, problem-solving and collaboration (Abbey et al., 2017; Dilekçi & Karatay, 2023; Overby, 2011; Tan et al., 2014). These competencies, in turn, are critical in preparing students for and fulfilling the requirements of today’s world of work (Dilekçi & Karatay, 2023).

Compared to traditional, lecture-based teaching methods, where the teacher controls the learning process, and students are left with an adaptive and passive role, PBL emphasizes students’ activity and responsibility for the learning (du Plessis, 2020; Weimer, 2002, pp. 13,15). In PBL, students need to identify and reflect on what they already know and what information they need, and actively seek answers to the given problem, thus applying the knowledge (Ali, 2019; Figure 1)

Although PBL shifts the focus from the teacher to the student, teachers – usually called mentors in PBL – play a crucial role in enabling learning (du Plessis, 2020). The mentors’ main responsibility is to guide and facilitate, i.e., mentor students in their tasks and learning and to provide support if and when needed (Ali, 2019). To enhance and encourage learning, mentors should build open and trustworthy relationships with and among the students and create a safe and supportive learning environment where students can flourish without worrying about failure (du Plessis, 2020; Overby, 2011). For quality learning outcomes, the mentor should plan the learning process to cater to the students’ needs and expected qualifications (Dilekçi & Karatay, 2023).

PBL has been increasingly used within the Global North, but the method has not yet been fully established within the educational sector in the Global South, including East Africa. The limited adoption of PBL in Africa can be attributed, among other factors, to resource, human capital, and administrative constraints (Getuno et al., 2022).

The purpose of this article is to explore educators’ perceptions of the PBL method with a focus on East African educational settings. Understanding the perceptions is essential for promoting and enabling the upscaling of PBL.

Mentors’ perceptions of problem-based learning

In April 2023, we interviewed four teachers from three universities in Kenya and Uganda. The teachers selected for the interview had participated as mentors in a student challenge course, organized in Uganda as part of the AgriSCALE project in spring 2023. A student challenge refers to a learning concept utilizing the PBL method in an international and practical setting (Määttänen et al., 2022a). Three of the interviewed teachers had participated in professional training on PBL, and they had previous experiences in mentoring PBL courses before the student challenge. In contrast, one interviewee mentored PBL for the first time during the student challenge. The interviews were recorded and lightly transcribed. The transcribed data was analyzed using qualitative content analysis with a deductive approach.

The interviewed mentors recognized a clear difference in the roles of a traditional teacher and PBL mentor. While mentoring, the teachers focused more on students, directing and guiding students to achieve the results, instead of stealing the floor to themselves by just lecturing, as in traditional teaching methods.

Being approachable was perceived as an essential characteristic of a mentor, indicating that a mentor should respect the students – and vice versa. There should not be an invisible gap or arrogance between the mentor and the students. The interviewed mentors emphasized the importance of creating a supportive learning environment and open communication to enhance students’ learning and help them gain new skills.

According to the interviewees, to support students in their learning, mentors should provide space and opportunities for students to be active and solve the presented problems. It is more important to listen to students and guide them in the right direction rather than to give direct answers.

All the interviewed mentors noticed the students to be more active in the PBL process than in traditional teaching and learning methods. The mentors perceived the PBL method to improve students’ self-confidence, self-reliance, and independence in studying and enabled them to realize their skills and potential. During the student challenge, the mentors witnessed students being confident when presenting their solutions and interacting more freely with their teachers compared to traditional lecture-based teaching and learning settings.

Potential for upscaling PBL

The mentors noticed how the transformation towards PBL and mentoring, from the lecturing approach, led to a transformation in the roles of students as well, with students becoming more active. The mentors recognized their responsibility to create an environment conducive to learning, where students can freely and safely communicate, innovate, and develop ideas. More importantly, the mentors recognized and appreciated the benefits of PBL – which are also widely reported in various research (e.g., Abbey et al., 2017; Tan et al., 2014) – and the utmost importance of the mentors themselves in realizing these benefits.

The seemingly positive attitudes towards PBL and the role transformation to mentoring indicate a potential for incorporating PBL into teaching approaches and curricula on a broader scale within East Africa and elsewhere. Admittedly, the low sample size and possible sampling bias, with persons interested in the PBL approach being more likely to volunteer and participate in the interviews, prevent making generalized assumptions or deductions from the results. However, previous literature within the AgriSCALE project and from the East African setting support the finding that teachers are interested and willing to include PBL in their teaching repertories (Laitinen et al., 2023; Määttänen et al., 2022b; Määttänen et al., 2023).

Thus, we see great potential to upscale the PBL approach within educational institutions in East Africa. To fully realize this potential, the region’s educators should be enabled to experience, learn, and try out the PBL approach personally. Seeing is believing – as demonstrated by the interviewed mentors – and believing, in turn, will increase the motivation and enthusiasm to make an effort. Further and more comprehensive research will also be needed to underline the support needed by individual educators and whole education systems to transform teaching and educational approaches.

Overall, we believe PBL is becoming a more and more valid and appreciated educational method within the educational systems in East Africa.