PhD defence Ulkar Sattarova

Keywords: Problem-based learning, PBL, Higher Education, Azerbaijan

"The implementation and evaluation of Problem-Based Learning in Azerbaijani Higher Education"

This dissertation examines the evolution and application of Problem-Based Learning (PBL) in higher education, emphasising its transition from medical fields to wider disciplines. Evidence indicates that PBL promotes self-directed learning, problem-solving, and engagement, but its success depends on institutional context, faculty expertise, and quality assurance mechanisms. A pilot study in Azerbaijan identified both advantages and obstacles, such as faculty resistance, limited resources, and inadequate career-oriented education. A comparative analysis of PBL versus traditional approaches demonstrates its effectiveness but also highlights the necessity to align PBL with international standards, incorporate it into accreditation frameworks, and foster stronger links between academia and industry. Sustainable reform requires professional development, diverse funding sources, and inclusive governance structures to modernise higher education and improve graduate employability.

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