The Imperative of Problem-Based Learning (PBL) and Education in Sri Lanka: A Call to Action
View(s):Deputy Vice-Chancellor, University of Peradeniya, Peradeniya
The world of work is transforming at an unprecedented pace, with the prediction that 30% of the workforce will change careers annually in future. Consequently, the average citizen is likely to experience multiple career shifts before retiring, a trend that may be even more pronounced for the upcoming generations of workers. GenZeers are even more likely to work multiple jobs than their predecessors. For Sri Lanka, a nation grappling with economic and political challenges, preparing its young generation for this reality is not just a necessity but an imperative. The question is whether Sri Lanka’s education system is adequately equipped to address these dynamic challenges. Are we effectively preparing our students for the reality of frequent career shifts in an ever-transforming tech-driven world? We contend that the conventional teacher-centred rote-learning approach is inadequate for this evolving demand despite a recent tendency for some transformative changes in our education institutions. To tackle this challenge, Sri Lanka must promptly adopt advanced educational technologies that prioritise experiential learning, a methodology long embraced by developed nations.
A paradigm shift towards innovative educational methodologies, such as Problem-Based Learning (PBL), could hold the key to unlocking Sri Lanka’s potential—a future defined by innovation, adaptability, and critical thinking. For those who are unfamiliar with this terminology, Problem-based learning (PBL) is an instructional method introduced in the 1980s, first in Canada for teaching medical students at the McMaster University Faculty of Health Sciences and then adopted worldwide for professional education.
Currently, numerous countries, mainly in Europe, USA, Canada, UK and a few countries in Asia, such as Hong Kong, Singapore, Malaysia and Indonesia, have embraced this curriculum to a greater or lesser extent. For instance, in Hong Kong, where the lead author has been an educator for over three decades, PBL is integrated into all three levels of education: primary, secondary, and tertiary. Most countries follow a so-called `hybrid curriculum` in which PBL is intermixed with a traditional curriculum. We shall discuss these in more detail below.
What is Problem-Based Learning (PBL)?
Problem-based learning (PBL) is an innovative educational approach that shifts the focus from passive information absorption to active student engagement, critical thinking, problem-solving and creativity. In PBL, students work collaboratively to address real-world problems, fostering a deeper understanding of concepts and promoting lifelong learning, adaptability, and applying knowledge in practical contexts—skills essential for the 21st century. It presents students with authentic challenges, empowers them to explore solutions, think creatively, and apply knowledge, and prepares them to thrive in diverse professional environments. The `teacher` takes a background role as a facilitator and does not actively direct the student learning, i.e. a guide by the side rather than the sage on the stage!
Current Educational Landscape in Sri Lanka
Sri Lanka’s education system, primarily based on traditional didactic methodology, encounter significant barriers to meeting the demands of a rapidly evolving workforce: overemphasis on rote learning, downplay of critical thinking in favour of practical skills, overlooking self-directed learning (SDL), skills mismatch and equity gap between well-resourced and under resource learning environments. Despite notable advancements in enhancing educational access in the country, there is a rising acknowledgement of the necessity to update teaching methodologies to prepare students for the requirements of the 21st-century workforce more effectively. Integrating innovative strategies like Problem-Based Learning (PBL) could serve as a means to narrow the divide between theoretical knowledge and practical application, nurturing a cohort of critical thinkers and adept problem-solvers ready to thrive in a swiftly evolving world. While non-state schools offering international curricula have largely embraced experiential learning, this is not the norm in public schools. For instance, the International Baccalaureate (IB) system has incorporated elements of Problem-Based Learning methodology in most programs.
Basics of Problem-Based Learning Methodology
PBL immerses students in real-world problems, fostering active engagement and practical learning. Students work collaboratively in small groups to identify, analyse, and resolve complex scenarios that closely mimic challenges encountered in real professional settings. By contextualising learning within realistic situations, PBL prepares students to quickly adapt to new roles and ever-changing realities, such as changing professions. Students take on the role of investigators, exploring multiple perspectives, conducting research, and developing solutions, which enhances their problem-solving skills and deepens their understanding of the subject matter.
Benefits of Problem-Based Learning
Integration of PBL into the education system of a country will provide multiple benefits. Such integration will foster critical thinking and problem-solving skills by equipping students with the ability to analyse complex issues and devise innovative solutions. PBL enhances knowledge retention for application in professional contexts. Developing much-needed soft skills such as teamwork, communication, and leadership is integral to collaborative learning in PBL. PBL can bridge the gap between theory and practice, contextualising learning aligned with real-world challenges. It also promotes lifelong learning by imparting the responsibility of ownership of their learning, making them self-directed learners, and inculcating the ability to address complex problems with minimum supervision.
Implementing Problem-Based Learning in Sri Lankan Schools
Implementing PBL in the Sri Lankan education system must entail a multi-faceted approach to ensure its successful integration into the education system. Firstly, training teachers in PBL methodologies is crucial. So-called `teaching the teachers` entails equipping educators with the knowledge, skills, and attitudes to effectively design and facilitate PBL through continuous professional development programmes, which is critical. In this context, UNESCO supported the South Asian Centre for Teacher Development (SACTD), and other teacher training institutes in the country could play a leading role in initial training programs.
Second, adapting curricula to incorporate PBL is another essential step. This involves aligning learning objectives with real-world challenges, designing projects encouraging collaborative problem-solving, and integrating PBL assessment methods (e.g. Triple jump) to evaluate students’ ability to apply knowledge in practical contexts. Third, providing resources and support for successful implementation is key. Schools need access to materials, technology, and professional development opportunities to sustain PBL initiatives and create an environment conducive to experiential learning. It is good to start with pilot projects with small-scale implementations, such as pilot schools, courses or subjects. That will help understand the requirement of resources and the equity gap. Finally, and perhaps most importantly, the engagement of all stakeholders (students, parents, teachers, administrators, and policymakers) in developing a consensus and relevant strategies is critical.
Overcoming Challenges and Resistance
Implementing PBL in traditional educational settings in Sri Lanka may face challenges and resistance from various stakeholders. In our experience and many jurisdictions, teacher resistance often emerges as the primary obstacle to such transitions. They may struggle to unlearn and relearn new technologies and methodologies and to relinquish the “subject empires” they have painstakingly built over many years. They may also raise concerns such as time constraints as excuses for being unable to adapt.
Strategies to overcome resistance include providing professional development opportunities, fostering transparent communication with stakeholders, and showcasing successful PBL implementations to demonstrate its efficacy. Considering the country’s extant limitations, completely replacing the traditional curriculum with PBL may not be viable. Nonetheless, all schools should integrate some PBL components into their curriculum. This step-by-step method permits a slow, incremental uptake and progression rather than a sudden and complete overhaul. It is important to offer mentoring and resources to help teachers adapt to their new roles as facilitators.
The Future of Education in Sri Lanka
Envisioning a future where PBL becomes a cornerstone of the education system in Sri Lanka holds immense promise. By adopting PBL, schools can better equip students with the skills and mindset to navigate the challenges of the fast-changing world. By fostering critical thinking, creativity, and collaboration, PBL can produce a generation of empowered, resilient individuals ready to tackle local and global challenges. Embracing PBL can also enhance workforce readiness, providing students with practical skills and adaptability crucial in a rapidly evolving job market locally, regionally and internationally.
A call to action is imperative to champion this innovative approach, ensuring that students are equipped to thrive in a rapidly changing world driven by artificial intelligence (AI). By aligning its education system with global best practices, Sri Lanka can ascend to meet the challenges of the 21st century, fostering progress and prosperity for all its citizens while upholding its proud tradition of a thriving, educated public. The journey ahead demands commitment from educators, policymakers, and society. Let us seize this opportunity to revolutionise education in Sri Lanka and pave the way for a brighter future. The time to act is now.
Professor Lakshman Samaranayake Hon DSc (Pera), FRCPath, DDS, Dean and Professor Emeritus Universities of Hong Kong and Queensland Australia, Consultant, World Bank PBL Project, Indonesia, Professor Ranjith W Pallegama, BDS, PhD (See full aticle on sundaytimes.lk)
HitAd.lk is the best and biggest mobile phone market in Sri Lanka, and we guarantee you will find what you need here from our extensive listing of mobile phones for sale in Sri Lanka. Whether it’s a budget-priced smartphone for communication, or higher end features with advanced connectivity, there are many different options from which to choose from on our site!