Authors
1
Assistant Prof., Faculty of Management, Shahid Sattari Aeronautical University of Science and Technology, Tehran, Iran
2
Ph.D. Candidate in Higher Education Development Planning, Shahid Beheshti University , Tehran, Iran
Abstract
Background & Purpose: Problem-Based Learning (PBL) is an innovative educational approach that, by focusing on solving real-world problems, provides a valuable foundation for enhancing the quality of learning. This study was conducted with the aim of synthesizing previous research on the components of this approach within Defense Education Systems.
Methodology: This study employed the meta-synthesis method, using the systematic approach proposed by Sandelowski and Barroso. To identify relevant studies, a comprehensive search was carried out across reputable national and international databases. A total of 77 related articles were selected and subjected to analysis. The content of these studies was carefully reviewed, and their key concepts were extracted. The resulting codes were categorized based on conceptual similarities, and the components of problem-based learning were synthesized accordingly. Data analysis was conducted using thematic analysis.
Findings: The components of the PBL approach were identified and organized into a conceptual framework. The results indicate that this approach provides a foundation for experiential, meaningful, and real-world-oriented learning. It contributes to the development of interpersonal and collaborative skills, critical thinking, self-directed learning, and creativity throughout the learning process. Additionally, it promotes innovative learning design, transforms the role of the instructor, increases student motivation and active participation, and supports professional growth and social responsibility. Alongside these benefits, the findings also reveal challenges in effectively implementing the PBL approach, including time and operational constraints, limited resources and support, obstacles in implementation and assessment, and increased workload for stakeholders.
Conclusion: Overall, the findings of this study can assist policymakers and educational designers in revising policies, designing curricula, and adopting innovative learning strategies aimed at improving the quality of education across various levels of the Defense Education Systems.
Keywords