Factors Influencing the Adoption of Problem-Based Learning for Building Technology Education in Developing Countries

Problem-based learning (PBL) is still an emerging paradigm of educational instruction in the current era. Nevertheless, PBL has been successfully adopted in many developed countries like Japan, Canada, and China. PBL has been claimed to have numerous benefits when adopted, ranging from a more motivated autonomous learner to acquiring lifelong learning skills. However, there are influencing factors that may hinder the adoption. Hence, this study explores the factors influencing the adoption of PBL in Building Technology Education (BTE) in Nigeria's Higher Educational Institutions (HEI). The study adopted a quantitative method, and the instrument used in collecting data was a questionnaire administered to 117 respondents from the Federal College of Education Gusau. Quantitative data were analyzed using descriptive statistics. All respondents agreed that all the items in the questionnaire influence the adoption of PBL in BTE. Notably, course design, and infrastructure readiness are major factors that influence the adoption of PBL