Enhancing Strategic Thinking and Negotiation Skills through Problem-Based Learning in International Studies

• In Event: Teachers and teacher education in problem and project based learning evironments

Abstract

Problem-Based Learning (PBL) fosters active, collaborative, and analytical learning, yet its application in International Studies remains underexplored. This qualitative case study examines how PBL supports strategic thinking, negotiation skills, and theoretical application in an undergraduate International Studies course. Grounded in Constructivist Learning Theory and Symbolic Interactionism, the study draws on classroom observations, 12 interviews, and student reflections. Findings indicate that PBL enhances cognitive engagement, theory-practice integration, and peer collaboration, while structured facilitation and iterative reflection support student growth. Challenges included managing group power dynamics and sustaining self-directed learning. The study offers insights into the pedagogical potential and limitations of PBL in global education, with implications for course design and facilitation.

Authors

• Maria Kolovou, University of Miami

• Dina Moulioukova, University of Miami