Editors' Introduction

The Spring 2025 issue of the Interdisciplinary Journal of Problem-Based Learning, Volume 19 Issue 1, features six diverse yet thematically connected articles that explore the evolving practices and pedagogical value of complex, ill-structured learning environments across multiple domains.Each article offers a unique lens on how learner-centered pedagogies can cultivate critical thinking, collaboration, innovation, and real-world impact in both higher education and K-12 contexts.Across these contributions, several key themes emerge: interdisciplinarity, authentic learning experiences, student agency, and the application of design thinking and inquiry-based strategies to address complex problems. AuthenticityAuthenticity is another key thread that runs through the six articles.Kee et al. ( 2025) emphasize the importance of human-centered design and community engagement, while Jaleniauskiene and Venckiene (2025) explore project-based language learning (PBLL) as a vehicle for connecting students to real-life communication tasks and social issues.Projects in both studies required learners to move beyond classroom simulations and engage with real stakeholders, thereby