The Journal of Problem-Based Learning is an interdisciplinary/multidisciplinary professional journal showcasing the scholarship and best practice in Problem-Based Learning.
Article topics can be any areas related to PBL and similar approaches to learning and teaching (e.g., enquiry, inquiry, abilities, practice, situation or solutions-based) that facilitate the development of a suite of metacognitive and process-oriented abilities. We are interested in scholarly papers that report on the paradigm shifts in education - experiences with, and developments in educational philosophy, curriculum design and implementation across different professions, countries, contexts, and cultures.

Articles types published by Journal of Problem Based Learning include:
Original research of all designs and methods, related to PBL and similar approaches to learning and teaching (e.g., enquiry, inquiry, abilities, practice, situation or solutions-based) that facilitate the development of a suite of metacognitive and process-oriented abilities. Data collection should have taken place within five years of submitting the manuscript.

• • Systematic reviews of research evidence relating to the above
• • Scholarly papers presenting in-depth analysis and discussion of philosophical, theoretical, conceptual related to PBL, critical thinking, e-technology, e-learning, etc.

This peer-reviewed journal offers information for evidence-based practice and innovative strategies for Problem-Based Learning. It is published twice per year. Please read the instructions carefully for details on the submission of manuscripts, the journal's requirements and standards.