The Approach to Problem-Based Learning (PBL) from the Perspective of the Humanities
The Approach to Problem-Based Learning (PBL) from the Perspective of the Humanities

Summary/Abstract: The current paper draws upon the centrality of problem-based learning to the engineering curricula in order to highlight the scarcity of studies/research regarding the possibility of implementing PBL within the framework of teaching Humanities. It aims at unveiling the need for reflection and research in terms of the relevance of PBL for the Humanities, and suggests a consideration of the Humanities, in general, and of foreign language teaching, in particular, from the point of view of their intrinsic specificity, in order to plea for their appropriateness as a tool of reinforcing the PBL principles within engineering education(al) contexts. It does so by making reference to key concepts and principles in the studies which have informed the discourse about the importance of shaping educational arenas in accordance with PBL approaches.

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