Piloting PBL in a First-Year University Global Issues Class

In this paper I discuss the introduction of project-based learning (PBL) in a first-year, content-based, global issues class at a Japanese university using a five-stage framework proposed by Stoller and Myers (2020). To illustrate how the framework was used, a detailed description of the processes my students engaged in during each stage is discussed followed by the results of two questionnaires completed by students. Connections between PBL and autonomous learning are highlighted. Scaffolding ideas provided for the class as well as ideas for improving the class are also suggested throughout the paper. I conclude with possible avenues for future research. It is my intention that in sharing my own, and my students’ experiences, that this paper can be a practical guide for teachers looking for ideas for implementing PBL in their classrooms.