While it is not, strictly speaking, ‘new’ anymore, Problem-Based Learning (PBL) can be considered as more relevant than ever in a world that is characterised by increasingly complex (policy) problems. In the first guest contribution to the FASoS & Blog, Martin Wirtz and Lasse Gerrits from the University of Bamberg argue that the way students learn to address such problems by means of PBL fits complexity-informed perspectives on public policy.
While Problem-Based Learning (PBL) still has an innovative air around it compared to traditional university teaching, it can hardly be claimed that it is “new”. Yet, In the first guest contribution to the FASoS Teaching & Learning Blog, Martin Wirtz and Lasse Gerrits from the University of Bamberg contend that PBL is more relevant than ever at a time when political actors and institutions such as the EU are increasingly faced with so-called complex policy problems. Given their theoretical angle and practical experiences gained by deploying PBL at our Chair for the Governance of Complex and Innovative Technological Systems (University of Bamberg, Germany), they present arguments in support of this claim.
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