PROBLEM-BASED LEARNING: AN EFFECTIVE PEDAGOGICAL APPROACH TO ACQUIRE AND DEVELOP SKILLS

The 21st century presents a set of factors that challenge the teaching-learning process in a particular context of higher education. Nowadays, due to unemployment, low job offers, precarious contracts among other factors, the labour market is leading to an increase competitiveness among future professionals. Transforming competitive factors into favorable aspects conducive to collaboration is a challenge for teachers. It becomes necessary that this challenge be approached even in the classroom, because the extremely competitive labour market can put in question the way of work and the future of the next generations. The competition versus collaboration paradigm does not define a single solution, because these efforts are complementary. Nevertheless, depending on each problem situation or context, collaboration may be the most appropriate solution. To help the students to overcome these difficulties in the workplace, a methodological teaching strategy is presented. This proposal is based on Problem-Based Learning (PBL). PBL is an innovative pedagogical method implemented in education aiming to connect the theory and practice. In social sciences, teachers propose a brainstorming to develop a group reflection meeting, aiming to identify a case study problem. There are two possibilities of strategy that can be implemented simultaneously or sequentially, depending on each activity: i) offer a highly competitive environment; ii) offer a cooperative environment. The first alternative, the case study is presented, the different groups identify the problem that will be considered as an object of study. Subsequently, the different working groups will present different solutions, and the best solution will be identified. The group that has proposed the best solution will lead the work to be carried out and applied. Students will develop different skills (e.g. the ability to identify different motivations and solutions), mainly at the individual level; The second alternative is purposing the students to work as a team, developing skills within the framework of collaboration between groups. As the first activity, a case study is presented, together, the groups identify the problem that will be considered as an object of study. They should construct a solution together and identify which is the most appropriate solution. Subsequently, the working group will present the best solution. Students will develop different skills (e.g. leadership skills, critical thinking, all kind of communication skills, creativity and innovation to find a best solution for each problem, initiative and teamwork), mainly at the team level. Finally, it will be suggested to compare the results obtained. The positive or negative aspect of results should be linked with the strategy used. Through the PBL, it is expected that the students acquire specific and important skills for their integration into an increasingly competitive and challenging labour market. It is also important to (re)define the role of teacher in the classroom context as a moderator. Rather than explaining the problem and presenting different solutions, teacher should act as a coaching that guides and advises the student. Moreover, it is important to motivate students to use appropriately the digital media in a productive way, without being distracted by other forms of use, and also to motivate students to use more traditional media to interact with the real world. The interaction partners could contribute to their learning. In addition to this methodology, teaching-learning problem is a continuous and flexible process, which can be associated with different strategies of methodology to diversify the results in a classroom. The biggest limitation is that it is not possible to provide a solution applicable to all cases.