The Problem-Based Learning Revolution: A Systematic Review Exploring Its Effect on Student Achievement and Self-regulated Learning

Nowadays, an increasing number of educational institutions across all levels are incorporating problem-based learning (PBL) into their pedagogical programs. These pedagogical approaches aim to enhance students’ skills in self-regulated learning, problem solving, collaboration, and innovation. PBL stands out as a unique learning process that intentionally designs the learning environment and utilizes suitable teaching tools. While PBL plays a significant role in higher education by supporting self-regulated learning (SRL), there is a lack of comprehensive studies that systematically examine the PBL approach in higher education and its potential to foster self-regulated learning. Therefore, this systematic review was conducted to address this gap. Consequently, the objective of the study is to explore the effects of PBL on students’ self-regulated learning according to traditional teaching. Several studies met the inclusion criteria and were included in the final analysis, involving a sample size of 478 students. The results reveal that PBL has a significant impact on students’ academic achievement, especially regarding self-regulated learning. Finally, these results highlight the variation in levels of self-regulated learning.