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Veliverronena, L.; Grinfelde, I.; Kudure, Z.; Abols, I. Problem-Based Learning Beyond Teaching: Case of Social Science Education in Latvia. Encyclopedia. Available online: https://encyclopedia.pub/entry/58897 (accessed on 09 February 2026).
Veliverronena L, Grinfelde I, Kudure Z, Abols I. Problem-Based Learning Beyond Teaching: Case of Social Science Education in Latvia. Encyclopedia. Available at: https://encyclopedia.pub/entry/58897. Accessed February 09, 2026.
Veliverronena, Linda, Ilze Grinfelde, Zane Kudure, Ilgvars Abols. "Problem-Based Learning Beyond Teaching: Case of Social Science Education in Latvia" Encyclopedia, https://encyclopedia.pub/entry/58897 (accessed February 09, 2026).
Veliverronena, L., Grinfelde, I., Kudure, Z., & Abols, I. (2025, September 03). Problem-Based Learning Beyond Teaching: Case of Social Science Education in Latvia. In Encyclopedia. https://encyclopedia.pub/entry/58897
Veliverronena, Linda, et al. "Problem-Based Learning Beyond Teaching: Case of Social Science Education in Latvia." Encyclopedia. Web. 03 September, 2025.
Peer Reviewed
Problem-Based Learning Beyond Teaching: Case of Social Science Education in Latvia
This is a peer-reviewed entry published in Encyclopedia Journal, full entry can be found at 10.3390/encyclopedia5030131

Problem-based learning (PBL) is a student-centered instruction approach focused on skills development in problem-solving, interaction, autonomy, and critical thinking to learn and act to co-create new knowledge and solutions. Rarely, but authors sometimes identify the benefits of PBL for educators, for example, by allocating instructional time more flexibly for monitoring student performance and discussing issues. However, in the era where collaboration among universities and industries is emphasized, the authors pay little attention to contextualizing PBL in a broader context, such as bringing benefits for relationship management with the industry and alumni, promoting regional development, corporate and social responsibility, marketing of educational organizations, and talent development to create a mutual benefit-based ecosystem. Academic discussions about PBL planning and implementation also neglect the needs and motivation of industry stakeholders to get involved, thus narrowing not only the possibilities for cooperation between both parties but also negatively affecting student learning outcomes, which also directly depend on industry partners.

problem-based learning university-industry cooperation stakeholders social science education higher education
This entry aims to identify the emphasis placed on collaboration with industry in academic discussions about PBL and the motivation of companies and other organizations outside the university to engage in PBL processes, as the quality of external stakeholders’ involvement affects learning outcomes. Consequently, less attention has been devoted to the pedagogical aspects of PBL as a learning method, which have already been widely discussed in the literature, but more to those related to collaboration with industry. The collaboration of public universities and other research institutions with industry is influenced not only by the organization’s activities (communication, previous collaboration experience, etc.) but also by external factors, including policy instruments. Therefore, there are limited opportunities to talk about PBL beyond teaching in a broad context, and this entry focuses on European Union countries, specifically Latvia [1][2]. This entry combines evidence-based literature studies with insights derived from empirical experience in the practical implementation of PBL in a higher education institution.
Problem-based learning (PBL) is a learner-centered method that focuses on solving authentic problems that lack a pre-defined solution, as many factors and variables are latent or ill-defined within the context. This method helps to catalyze self-directed knowledge development [3][4]. Communication and collaboration with others are a part of the PBL process [5]. PBL, according to Mainert et al. [6], belongs to the so-called 21st-century learning methods, which are characterized by the ability to collect information, make sense of diverse learning resources, and have strong collaboration. It can drive mutual contribution to the university (and community) and industry interaction via learning inside and outside the higher education organizations [7]. The definition of PBL varies widely due to differences in practice [8].
From a pedagogic perspective, PBL is positioned as a contrasting method to traditional teaching-learning methods, where educators adapt their instruction based on contextual limitations, such as standards, administrative frameworks, technology, and other factors. PBL requests that these instructional strategies be adapted to meet the unique needs of the problem environment, sometimes referred to as “theory to reality” [9][10].
The importance of problem-based learning in education is demonstrated by the fact that several peer-reviewed scientific journals have been established to share PBL case analysis and experience and research and develop this approach (e.g., Journal of Problem Based Learning in Higher Education (2014–onwards), Journal of Problem Based Learning (2014–2022) Interdisciplinary Journal of Problem Based Learning (2006–onwards)), and practitioners and researchers widely discuss this pedagogical approach in various educational fields in multiple aspects. According to Rosekranz [11], hospitality education has extended and integrated problem-based learning experience with proven beneficial effects on students’ learning outcomes. They are also willing to become highly invested in learning if their solution has the potential to be implemented and thus make a difference [12].
The roots of problem-based learning date back to 1969, when McMaster University, Hamilton, Ontario, introduced an innovative curriculum for medical students. In this curriculum, students worked on relevant biomedical or clinical problems in collaboration with peers, guided by a tutor [3]. McMaster University pioneered the problem-based learning (PBL) approach, but ideas leading to it had already been around for years in various educational institutions.
PBL as a pedagogical approach does not consistently achieve its goal. For example, Liu and Pásztor [13], by synthesizing 50 relevant empirical studies from 2000 to 2021, discovered that most studies demonstrated the overall positive effects of PBL on promoting critical thinking, while some were negative. Despite some criticism, since the establishment of the approach, problem-based learning has been recognized as one of the most influential curricular innovations in higher education, originating in medical education and expanding into the social sciences, architecture, humanities, law, business education, veterinary medicine, forestry, engineering, and mathematics [14][15].
Nowadays, problem-based learning continues to be adopted as a curricular approach in reaction to the issues surrounding traditional educational approaches [15]. It is also used in distance and online learning forms. PBL has also expanded into elementary, middle, high, and professional schools [16]. At the same time, integrating PBL into curricula can require more resources—financial, time, and effort—to design and implement compelling learning experiences under the restrained budgets of universities [17][18].
Previous studies cover several aspects of problem-based learning, illustrating strengths and challenges on both the conceptual and operational levels related to the design and delivery of this educational concept in hospitality management education.

References

  1. OECD. University-Industry Collaboration: New Evidence and Policy Options; OECD Publishing: Paris, France, 2019.
  2. Miyata, Y. An analysis of research and innovative activities of universities in the United States. In The International Handbook on Innovation; ShavininaL, V., Ed.; Elsevier: Amsterdam, The Netherlands, 2003; pp. 715–738.
  3. Cho, Y.H.; Caleon, I.S.; Kapur, M. Authentic problem solving and learning for twenty-first century learners. In Authentic Problem Solving and Learning in the 21st Century: Perspectives from Singapore and Beyond; Springer: Singapore, 2015; pp. 3–16.
  4. Jonassen, D.H.; Hung, W. All problems are not equal: Implications for problem-based learning. Interdiscip. J. Probl.-Based Learn. 2008, 2, 6–28.
  5. Liu, G.; Liu, Y. Problem Based Learning: Its Advantages, Current Situations and Future Development. In Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021), Xishuangbanna, China, 29–31 October 2021; Atlantis Press: Dordrecht, The Netherlands, 2021; pp. 347–352.
  6. Mainert, J.; Niepel, C.; Murphy, K.R.; Greiff, S. The incremental contribution of complex problem-solving skills to predicting job level, job complexity, and salary. J. Bus. Psychol. 2019, 34, 825–845.
  7. Lykke, M.; Nyvag, T. Problem-Based Learning as a Double Driver for Learning—For students. In Problem-Based Learning for the 21st Century: New Practices and Learning Environments, 1st ed.; Aalborg Universitetsforlag: Aalborg, Denmark, 2013; pp. 265–392.
  8. Azer, S.A. Problem-based learning. A critical review of its educational objectives and the rationale for its use. Neurosci. J. 2001, 6, 83–89.
  9. Hung, W.; Dolmans, D.H.J.M.; van Merriënboer, J.J.G. A review to identify key perspectives in PBL meta-analyses and reviews: Trends, gaps, and future research directions. Adv. Health Sci. Educ. Theory Pract. 2019, 24, 943–957.
  10. Lazonder, A.; Harmsen, R. Meta-analysis of inquiry-based learning: Effects of guidance. Rev. Educ. Res. 2016, 87, 681–718.
  11. Rosenkranz, N. The Best of Both Worlds: Experiential Problem-Based Learning Approaches in Hospitality Education. J. Hosp. Tour. Educ. 2021, 34, 111–123.
  12. Ruhanen, L.; Axelsen, M.; Bowles, L. Engaging students through authentic learning: Connecting with international tourism partners. J. Hosp. Leis. Sport Tour. Educ. 2021, 29, 100291.
  13. Liu, Y.; Pásztor, A. Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Think. Ski. Creat. 2022, 45, 101069.
  14. Wilkerson, L.; Gijselaers, W.H. Bringing problem-based learning to higher education: Theory and practice. In New Directions for Teaching and Learning; John Wiley & Sons: Hoboken, NJ, USA, 1996.
  15. Pijl-Zieber, E.M. History, Philosophy and Criticisms of Problem Based Learning in Adult Education; University of Calgary: Calgary, AB, Canada, 2006; pp. 1–13.
  16. Savery, J.R. Overview of problem-based learning: Definitions and distinctions. In Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows; Purdue University Press: West Lafayette, IN, USA, 2015; Volume 9, pp. 5–15.
  17. Rosário, A.T.; Dias, J.C. Implementing problem-based learning in marketing education: A systematic review and analysis. Educ. Sci. 2024, 14, 1139.
  18. Jonbekova, D.; Kuchumova, G.; Kim, T.; Mukhamejanova, D.; Gimranova, D.; Abdildin, Y.; Alimkhanova, D. Motivations, benefits, and challenges of university-industry partnerships in Kazakhstan. Int. J. Educ. Res. 2025, 130, 102486.
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Subjects: Education & Educational Research
Contributors MDPI registered users' name will be linked to their SciProfiles pages. To register with us, please refer to https://encyclopedia.pub/register : Linda Veliverronena ,
Ilze Grinfelde
, Zane Kudure ,
Ilgvars Abols
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Online Date: 03 Sep 2025
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