Challenges in Implementing Student Problem-Based Learning at the Malaysian Institute of Teacher Education: A Narrative Highlight

Problem-Based Learning (PBL) is a student-centered pedagogical approach that emphasizes the development of 21st-century skills such as effective communication, collaboration, and critical problem-solving. In the context of Teacher Education Institutes (IPG), the implementation of PBL is expected to enhance the professional competencies of future educators. However, the application of PBL in teacher education is not without challenges, which may hinder the effective development of students' skills. This article presents a narrative review focusing on the challenges of implementing PBL in relation to student skill development. Through the analysis of previous literature, key barriers such as student readiness, the role of lecturers and teachers as facilitators, and the assessment of skills were identified. The article also discusses possible improvements to strengthen PBL implementation, including continuous training for lecturers, early exposure of students to the concept of self-directed learning, and the enhancement of assessment instruments. This review aims to provide guidance for teacher education institutions to improve the effectiveness of PBL, ultimately producing competent and competitive educators.