What makes problem-based and project-based learning (PBL) facilitation effective? A perspective from international university educators

This study explored viewpoints of university teachers from different countries on effective facilitation for problem- and project-based learning (PBL). Drawing upon complexity theory, the role of a PBL-facilitator is considered as a complex and dynamic system involving personal characteristics, relational capabilities, and contextual sources. The Q methodology was applied, connecting both qualitative and quantitative research characteristics. Twenty-nine university teachers from China, Denmark, India, Poland, and the Netherlands participated in the study. Three significantly distinguished collective factors were identified: (1) challenging students to reach their learning potentials; (2) supporting students’ learning progress through feedback, resources, and ideas, and (3) caring for students as individuals by addressing their well-being, work-life balance, etc. The study also found a consensus across all three factors on key actions for effective facilitation, including establishing mutual expectations and assisting students in setting their learning goals. The findings suggest educators consider the three factors when crafting frameworks on facilitation for their own institutions and countries, aligning mutual expectations and seek common grounds with students, and leveraging professional learning communities to enhance open dialogues and share best practices for effective facilitation.