Problem-based learning in higher education: a path towards training innovative and competent specialists

This article explores the theoretical and practical aspects of problem-based learning (PBL) in higher education. It investigates the content, requirements, and methods for creating problem scenarios, outlining the criteria, stages, and forms of PBL. The study examines the role of key components in PBL and how to effectively integrate them into the educational process. It also analyzes the characteristics, principles, and structural elements of PBL in the context of specialist training. Additionally, the article proposes a classification of problem scenarios and highlights the differences between PBL and traditional learning approaches. The research emphasizes the importance of incorporating integrative technology, virtual reality, and digital educational resources into PBL. An experimental study was conducted to investigate educators' perspectives on the feasibility of implementing PBL in higher education and to examine the impact of a PBL program on students' knowledge acquisition. The findings suggest that PBL is a promising approach for enhancing the learning process and fostering the development of competent specialists.