GRADUATES today are expected to do more than recall theories and formulas.
They are increasingly asked to make decisions in complex, high-stakes situations – from responding to natural disasters to managing risks that affect public safety.
Yet many real-world problems do not come with clear instructions or single correct answers.
This gap between classroom learning and real-world complexity has prompted growing interest in problem-based learning (PBL) as a way to better prepare students for the challenges they will face beyond university.
PBL is an open-ended instructional approach that places students at the centre of the learning process.
When implemented in the classroom, lecturers cultivate curiosity by engaging students in the analysis and resolution of real-world incidents, particularly major events that may result in loss of life.
Students apply fundamental knowledge to estimate the likelihood of occurrence, assess potential impacts, and propose solutions from engineering, scientific and management perspectives.
One example involves the evaluation of problems arising from rare flood scenarios. Students are organised into diverse groups, without bias in terms of gender, race or nationality, encouraging inclusivity and multiple perspectives.
The contribution of ideas is emphasised, with effective communication among group members forming a critical part of the learning process.
Over a two-month period, students work to understand the problem context, identify potential incidents and analyse their likelihood. This sustained engagement helps strengthen their connection to the course content.
Through critical discussion and systematic resource exploration, students develop a solid understanding of the scenario and the scientific principles involved.
Lecturers observe that students explore different equations and models for measurement and prediction before proposing solutions grounded in engineering fundamentals and environmental management considerations.
Beyond technical understanding, the activity also fosters essential soft skills.
Students develop communication skills as they articulate and defend ideas, discipline through time management, and resilience when addressing scenarios involving serious consequences such as loss of life.
Emotional engagement with peers further motivates them to collaborate meaningfully in solving complex problems.
Assessment of students’ work is based on their ability to apply fundamental theories, equations and assumptions appropriately.
Technical writing skills are also emphasised to ensure that analyses and proposed solutions are communicated clearly and effectively in written form.
Through this approach, students gain a more mature understanding of their course content and its relevance to real-world conditions.
As the challenges facing society grow more complex, universities have a responsibility to ensure that graduates are equipped not only with theoretical knowledge, but also with the ability to apply it under real-world conditions.
PBL offers one way to bridge this gap, helping students develop the judgement, collaboration and technical reasoning needed beyond the classroom.
DR HO YEEK CHIA and DR LIM JUN WEI
Universiti Teknologi PETRONAS
DR BOREDI SILAS CHIDI
Cape Peninsula University of Technology, South Africa
With the theme of the article in mind, carry out the following English language activities.
1.In groups, look in today’s newspaper for an article that highlights a problem requiring a solution. Briefly explain the problem to the class, suggest one practical solution, and explain why it would be effective. Do your classmates agree with your solution?
2. Select five key words from the article. Your partner must form one correct sentence for each word. Then, do the same using your partner’s five words. The student who forms the most grammatically correct and meaningful sentences wins.
The Star’s Newspaper-in-Education (Star-NiE) programme promotes English language learning in primary and secondary schools nationwide. For Star-NiE enquiries, email starnie@thestar.com.my.
