Development and Application of a Design Education Program Based on Problem-Based Learning (PBL): A Case Study of a Specialized High School

This study aimed to enhance sustainable design education in specialized high schools by implementing a Problem-Based Learning (PBL) approach. In light of global issues such as climate change, energy depletion, and poverty, the United Nations introduced Education for Sustainable Development (ESD) in 2002. Reflecting this international movement, Korea’s 2025 revised national curriculum includes ESD as a core component. However, many specialized high schools continue to rely on NCS-based curricula that focus primarily on technical skills, thereby limiting opportunities for students to develop creativity, problem-solving, and communication skills. To address this limitation, the present study developed and applied a PBL-centered educational program tailored for 44 senior students in a high school design department. The program, which consisted of six stages over 16 sessions, was conducted over a seven-week period from September to November 2024. Emphasizing real-world problem solving, creativity, and teamwork, the program engaged students in collaborative group activities throughout the learning process. Following the completion of the course, students expressed a high level of satisfaction, with an average rating of 4.34 out of 5. This suggests that the PBL-based program was effective in fostering active participation and enhancing students’ understanding of sustainable design principles.