University students often struggle to see how abstract mathematics connects to real life, leaving many disengaged and unsure how their skills apply beyond the classroom. New research suggests that problem based learning is steadily changing that picture by grounding mathematical concepts in real world challenges that demand collaboration, reasoning, and decision- making. The findings were published in Social Sciences & Humanities Open.
The study analysed global research on problem based learning in higher education mathematics, reviewing 250 academic publications indexed over several decades. Rather than testing students through lectures alone, problem based learning places them in small groups and asks them to solve complex, open ended problems similar to those faced in professional settings. This approach reflects how mathematicians and engineers actually work, rather than how they are traditionally taught.
Findings show a clear rise in research interest from the mid 2000s, with publication activity peaking between 2015 and 2020. This period coincided with growing concern about graduate employability, digital skills, and the limits of traditional lecture-based teaching. Although output dipped slightly after 2020, the focus has shifted rather than disappeared, with more attention now given to blended learning, online tools, and hybrid teaching models.
The US remains the largest contributor to research in this area, but the picture is increasingly international. Countries such as Indonesia, Malaysia, and Australia have expanded their involvement, often through cross border collaboration. This reflects the flexibility of problem-based learning, which can be adapted to different cultural and institutional contexts without losing its core principles.
Researchers identified several recurring themes in the literature. One is the integration of mathematics with other disciplines such as engineering, science, and technology. Instead of treating mathematics as an isolated subject, problem-based learning frames it as a practical tool for analysing systems, designing solutions, and making informed decisions. This helps students understand why mathematical reasoning matters.
Another growing theme is the role of digital technology. Online platforms, modelling software, and collaborative tools are increasingly used to support inquiry and group work. Rather than replacing teachers, technology helps structure problems, visualise data, and encourage deeper discussion, especially in large or remote classes.
The study also highlights the importance of staff training and institutional support. Problem-based learning requires lecturers to act as facilitators rather than information deliverers. Without adequate preparation and time, implementation can be inconsistent. Universities that invest in professional development tend to see stronger and more sustained outcomes.
Importantly, the research links problem-based learning to skills valued beyond university. Students exposed to this approach show stronger problem solving abilities, better communication, and greater confidence in tackling unfamiliar tasks. These attributes align closely with employer expectations in fields that rely on quantitative reasoning.
As higher education continues to adapt to economic pressure and technological change, the evidence suggests that problem-based learning offers a credible alternative to traditional mathematics teaching. By connecting theory with practice, it helps students move from memorising formulas to thinking like problem solvers.