A Qualitative Meta-Analysis of PBL Experiences

Objectives The purpose of this study is to elicit student and teacher experiences with PBL, as well as to offer a categorized situational model that provides key data for integrating PBL into classroom ecosystems. Methods A total of 38 papers were selected through a systematic procedure and subjected to qualitative meta-analysis. To extract the classroom experiences of students and teachers in PBL, each paper was individually analyzed, and key elements were drawn out. Then, common elements were synthesized and categorized. Ultimately, a situational model that visualized the PBL class experience was proposed. Results Students perceived PBL as intriguing and demonstrated proactive and collaborative attitudes. They developed a deep understanding of the course content and acquired abilities essential for a future society. Conversely, they expressed reluctance due to unfamiliarity, and conflicts arose from non-participation. Teachers recognized PBL as a learner-centered instructional approach but faced challenges in implementation due to a lack of experience. There were both positive and negative environmental factors, and teachers overcame difficulties by applying practical knowledge. Conclusions It is recommended that, to effectively establish PBL within classroom ecosystems, training and the activation of teacher communities are essential, along with comprehensive changes in the educational environment.