Enhancing Student Engagement Through Problem-Based Learning: A Case of the Built Environment

In the rapidly evolving field of the Built Environment, traditional teaching approaches often fall short in preparing students for the complex, real-world challenges they will face in their professional careers. Problem-Based Learning (PBL) has emerged as a powerful pedagogical approach that promotes active learning and student engagement by encouraging learners to collaboratively solve real-life problems. This study explores the impact of PBL on student engagement within the Built Environment at the institutions of higher learning in particular the University of Technologies. The purpose of this research is to investigate how PBL can be effectively implemented to enhance active learning and foster deeper student engagement. This study adopted a qualitative research approach employing a systematic literature review (SLR) methodology, focusing on academic sources published between 2010 and 2024. The gathered data was synthesized using thematic analysis, wherein major themes and patterns were identified within the literature. Key themes such as collaborative learning, critical thinking, and real-world application were identified. The findings reveal that PBL not only increases student engagement but also enhances critical thinking and problem-solving skills, which are essential for success in the Built Environment sector. The study also highlights challenges, including the need for facilitator training and the development of appropriate assessment strategies to support the successful implementation of PBL. The implications of this study are significant for educators and administrators in higher education. By integrating PBL into the curriculum, the University of Technology can better prepare its students for the demands of the modern workforce, fostering a learning environment that promotes both academic excellence and practical skills development. This research contributes to the growing body of literature on active learning in higher education and provides a framework for implementing PBL in the Built Environment department, with potential applicability across other disciplines.