ABSTRACT
This qualitative study explored the experiences of learners and teachers in implementing Problem-Based Learning (PBL) as basis for a training program. It was found that the positive lived experiences of learners include engaging and motivating, building confidence, encouraging collaboration, enjoyable and interesting, and relating to real world situation. On the other hand, negative experiences include encountering time constraints, sharing different ideas, and struggling to find solutions. The lived experiences of teachers were grouped into positive and negative experiences, and coping strategies. Positive experiences include more engaged and curious learners, active and creative learners, and collaborative learners. Teachers’ negative experiences include learners’ lack of understanding of complex concepts, learners’ struggles with group organization, learners’ time constraints and resource limitations, and learners’ diversity within the classroom. To cope with, they employed the contextualization of lessons, implementation of step-by-step process and progress monitoring, encouragement of group work, and application of differentiated instructions.
Keywords: Learners, Teachers, Lived Experiences, Problem-Based Learning, Training Program
INTRODUCTION
Problem-Based Learning has emerged globally as a transformative student-centered instructional approach that redefines traditional teaching and learning dynamics. Unlike conventional methods where the teacher primarily delivers content, Problem Based Learning engages learners with real-world problems first, promoting collaborative investigation and solution-seeking. Based on constructivist principles, Project-Based Learning (PBL) transforms students into active learners. Instead of passively receiving information, they build their own knowledge through investigation, self-reflection, and hands-on experience—a process that ultimately strengthens their independence, analytical reasoning, and ability to solve complex problems. By emphasizing engagement and relevance, PBL enables learners to approach complex problems creatively and analytically, transforming them from passive recipients into active contributors to their learning journey.
Despite its growing adoption and documented benefits, PBL presents challenges for both learners and educators. Many students value the autonomy and real-world applicability of Problem-Based Learning, yet some struggle with self-directed learning, particularly in teacher-centered contexts. Learners with lower academic preparation or inconsistent attendance may find the transition to PBL demanding, potentially impacting engagement, comprehension, and overall outcomes (Orhan, 2025). These challenges underscore the need for scaffolding, structured guidance, and continuous support to ensure equitable access to PBL benefits. From the teacher’s perspective, successful PBL implementation requires a shift from content delivery to facilitation, guiding inquiry, fostering collaboration, and managing classroom dynamics. Teachers may encounter difficulties due to limited professional training, insufficient resources, large class sizes, and rigid curricular schedules, which can hinder effective adoption (Aidoo, 2023).
Empirical studies indicate that while educators appreciate PBL for promoting engagement, higher-order thinking, and classroom interaction, they also report challenges related to time management, resource allocation, and designing meaningful PBL tasks. Many feel unprepared to manage collaborative, student-centered learning environments, particularly in contexts where traditional structured teaching dominates (Aidoo, 2023). Addressing these challenges requires targeted professional development, institutional support, and evidence-based strategies that equip teachers with skills in PBL design, facilitation, and assessment. Similarly, understanding learner difficulties can guide scaffolding strategies that support self-directed learning, effective collaboration, and the practical application of theoretical knowledge (Aidoo, 2023).
While existing literature highlights the benefits and challenges of Problem-Based Learning for both students and teachers, there is limited research that simultaneously examines the lived experiences of both stakeholders within the same educational context. Few studies systematically explore how learner challenges intersect with teacher facilitation practices, or how these dynamics influence overall Problem-Based Learning effectiveness.
Investigating these experiences concurrently can inform the design of targeted training programs, resource allocation strategies, and instructional frameworks that address both learner and teacher needs, ensuring the successful and sustainable implementation of Problem-Based Learning.
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