Problem-Based Learning

At Maastricht University, students learn by working in small groups to solve complex, real-world problems. This active approach, called Problem-Based Learning (PBL), not only increases students’ motivation, but it also leads them beyond memorisation to develop a deeper understanding of the subject matter. 

Our teaching staff facilitate the learning process, providing guidance, feedback and regular assessments to make sure students stay on track and develop the competencies they need to be successful in the labour market. 

Learning in small groups helps students become effective communicators, collaborators, critical thinkers and problem solvers who are well-prepared to tackle complex challenges in their future careers and make meaningful contributions to society.

Enriched by cultural diversity

Problem-Based Learning is enriched by our international learning environment. At UM, more than 50% of our students and 40% of our academic staff come from abroad. Collaborating in culturally diverse groups helps students to recognise and question their assumptions, view issues from multiple perspectives and come up with more creative solutions.

This diversity deepens their cultural understanding and challenges them to think in more creative and innovative ways than they might in a more homogenous setting.

Global Citizenship Education

Our Problem-Based Learning approach, combined with our international classroom, provides a natural foundation for Global Citizenship Education.

By integrating Global Citizenship Education into our curriculum, we provide a learning path that allows students to develop Global Citizenship competencies and encourages them to reflect on their role as global citizens. This aligns perfectly with PBL, where students explore actual problems or challenges we are facing in society today. Doing this opens their eyes to their broader social responsibility.

Our aim is to empower students to tackle global challenges and equip them to make meaningful contributions towards a more just, peaceful, tolerant, inclusive, secure and sustainable world.  

Core values of PBL

PBL is built on four learning principles derived from the constructivist learning theory: constructive, contextual, collaborative and self-directed learning (CCCS).
 

The benefits of CCCS

The four learning principles deepen students’ comprehension of the subject matter and help them apply what they learn in new situations. This approach stimulates continuous learning and enables students to effectively navigate and understand complex information. 

Working with relevant problems increases motivation and fosters critical thinking and adaptability. Students link their individual learning to group goals, building essential interpersonal skills. This prepares them for real-world scenarios where teamwork and communication are vital.

Furthermore, by taking the initiative in diagnosing and addressing their own learning needs instead of being told what to do, students develop a strong foundation for continuous personal and professional growth.

UM student Astrid explains PBL and CCCS

Want to know more? 
In this interactive visual about PBL, students and teaching staff talk about their experiences with Problem-Based Learning.

PBL in practice

At UM, Problem-Based Learning encompasses multiple educational formats that are all grounded in the core CCCS principles. In practice, PBL can look different from one programme to another. It’s not exactly the same for Medicine students as it is for European Studies students, for instance.

Whatever format is used, the learning cycle almost always starts with a description of a situation, case, problem or project to spark students’ intrinsic motivation to seek answers, solutions, options and approaches—and to learn while doing so.

Throughout the learning process, students might focus on conducting research to address or clarify the problem, coming up with solutions for the case or setting up a project that applies content from their courses. The various forms of PBL that we apply at UM include Research-Based Learning, the 7 steps and Project-Centred Learning. 
 

Continued innovation of PBL

At Maastricht University, we have applied PBL as our teaching method from the time our university was founded in 1976. We have years of experience with innovating PBL and improving its effectiveness and its ability to engage students in the learning process. This tradition is carried on through our teaching staff and our faculties, as well as through EDLAB, our Centre for Teaching & Learning

EDLAB focuses on the research and innovation of education at UM and studies all of the best practices of the university and beyond so we can learn from one another and remain leaders in Problem-Based Learning. It also provides expertise, support, professional development and collaboration opportunities for staff and students to enhance the quality of PBL throughout our university.