Integrating a Problem and Project-Based Learning Approach into a Process of Thinking and Problem-Solving Course



According to the governmental policy, Thailand must change the educational system and strategies to encourage Thai students to have three main skills to live and work in the 21st Century. The aim of this paper was to illustrate the process and results achieved from the integration of a problem-based and project-based learning into a process of thinking and problem-solving course. Overall, 40 engineer students took part in an online questionnaire which measured their satisfaction towards this course and 17 engineer students participated in the paper questionnaires which assessed their learning process during this course. It was found that all students had done 10 projects successfully which based on their project work, reports, the community participation and reflection, peer assessment, lecturer evaluation, and students’ satisfaction and reflection and most of them were satisfied in this course (the teaching, an instructional media, a lecturer evaluation, and a classroom management). In addition, more than half of those students perceived that PPBL could enhance their thinking process and problem-solving skill. These findings provide crucial information for Thai lecturers who are willing to apply the Problem- and Project Based Learning Approach (PPBL) in their courses. They also present vital information for Thai lecturers to develop the new curriculums to improve their students’ learning skills via the actual community problems.

Keywords: problem- and project-based learning; problem-solving skill; thinking process; general education course; university students.

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Khon Kaen University, Khon Kaen, Thailand

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