Exploring university educators’ readiness for changing to PBL: a case from India

Educators’ change readiness is crucial for successful transitions to active learning. This study solicits the perspectives of 33 educators from HITAM, an autonomous Indian engineering college, on their readiness for such a transition under a PBL-focused institutional initiative. Q methodology yields four viewpoints, respectively prioritizing: 1) initial positive experiences with new teaching designs; 2) improved student learning outcomes; 3) contextual support for educational changes, and 4) alignment between institutional and individual readiness. While all groups acknowledge both the necessity of institutional support and the societal trends favoring PBL, they differ in their priorities and motivations for educational change. These findings emphasize the need for institutions to provide diverse resources to support educators’ change readiness and practices, foster a culture of innovation, and meet evolving educational demands.