FOSTERING 21 ST CENTURY SKILLS IN PRE-SERVICE TEACHERS THROUGH PROBLEM BASED LEARNING: INTEGRATING REAL- WORLD PROBLEM SOLVING IN TEACHER EDUCATION PROGRAM

Abstract

Problem-based learning (PBL) is increasingly recognised as an effective alternative teaching strategy in higher education. By introducing significant, real-world problems at the beginning of the learning process, PBL redefine traditional teaching approaches and provides prospective teachers with a contextual framework for learning. This study aimed to investigate the impact of PBL on prospective teachers' academic performance and engagement and to study the challenges faced by Prospective Teachers conducting problem-based learning in the classroom. A quantitative research design was employed, involving a sample of N=150 prospective teachers from the Education Department at Shaheed Benazir Bhutto University, Shaheed Benazir Abad. Data were collected using quota sampling across batches 2019, 2020, and 2021. Based on a Likert scale, close-ended questionnaires served as the primary data collection tool. Data were analyzed using SPSS, with Cronbach's Alpha indicating strong internal consistency. Regression analysis revealed significant within-subject variations. The findings indicate that the majority of respondents agree that PBL enhances the academic achievements of prospective teachers. However, challenges such as time constraints and the complexity of implementation were noted. The study recommends adopting a flexible pedagogical approach that blends traditional teaching methods with PBL to optimize outcomes. Furthermore, it highlights the need for faculty development programs to address gaps in teacher expertise and overcome challenges in implementing PBL effectively.