Navigating problem design in higher education: Educator challenges and practices in multidisciplinary problem-based learning

This study explores the process of designing problems for problem-based learning (PBL) in university-industry collaborations. While prior research has focused on problem characteristics, this study explores the practical methods and challenges educators face when designing and negotiating problems for multidisciplinary PBL, particularly when external partners are involved. Based on 52 interviews with educators, the results portray the problem design process moving between strategic aiming, collaborative sensemaking and problem setting, with different practices leveraged in each space. Educators adopt various roles, from champions to intermediaries, to align problems with learning objectives, industry needs and student interests. Furthermore, their process choices offer different degrees of process and problem ownership to industry partners and students, requiring different types of support and scaffolding practices. By reframing problem design as an iterative and evolving process, this study offers practical insights and a vocabulary for both educators and industry partners to navigate university-industry collaborations more effectively.