doi.org/10.52340/eab.2025.17.04.07

Problem-Based Learning (PBL) is an educational approach centered on solving real-life problems. It is widely regarded as an innovative and effective teaching method that emphasizes student independent. In PBL, learners take on a more active role by engaging with practical challenges. This process involves thoroughly analyzing the problem, assessing their own competence in the relevant domain, and identifying additional information and resources needed to develop a solution.
As a result, the experience gained through PBL can often be more impactful than that acquired through professional activities. This is largely due to the diverse methods employed. One notable example is the use of simulation models, such as business games, which expand the scope of reality, enable analysis of decision outcomes, and facilitate the exploration of alternative solutions. Within a virtual environment tailored to a specific problem, individuals are free to reshape the scenario and experiment with various improvement strategies by testing different options.
Problem-Based Learning has been widely embraced by educational institutions around the world and is recognized as one of the most effective approaches in economics education. Notably, modern economics and business increasingly depend on professional expertise, awareness of current events and market developments, and strong individual competencies.
When students engage with tasks that mirror real-world challenges, problems, they gain more relevant and practical experience. This ensures that the the knowledge and skills they acquire are more closely aligned with their future professional roles, as PBL fosters the development of a broader and more adaptable skill set.
Research indicates that students involved in problem-based learning produce 30% more portfolio projects than those in traditional programs, and their employment rate is 35% higher. This is largely because portfolio projects 2010 tend to attract companies by showcasing a strong alignment with their strategic objectives [А. Трофимов.2025].
It should be noted that problem-based learning also presents certain challenges, such as:
• Extensive preparation time: Designing a PBL course demands significantly more effort than traditional formats. It must empower students to make independent decisions, which involves the complex and time-consuming development of informational resources, educational materials, and a robust knowledge platform.
• Longer learning process: Research and problem-solving typically require more time than conventional teaching methods, potentially extending the overall duration of learning.
• Adaptation difficulties: Not all students adjust easily to the demands of independent learning, which can hinder their engagement and progress.
• Unequal workload in group projects: In collaborative settings, contributions may vary widely, with some students taking on a disproportionate share of the work.
Given these challenges, comprehensive teacher training is essential. Educators must thoroughly understand the principles PBL, its strong cognitive motivation, and its educational objectives. This knowledge enables them to effectively engage students, guide their learning processes, and create the supportive conditions necessary for their success.

Keywords: Problem-Based Learning or PBL, gamification, serious games (business, simulation games, case method), imitation experiment, Full Professor of Serious Games
JEL Codes: A21, I21, M53, C90, D83, J24

References:
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