Exploring the impact of integrating problem based learning and agile in the classroom on enhancing professional competence

• Published in: Heliyon 2024-02, Vol.10 (3), p.e24887-e24887, Article e24887
• Main Authors: Chueh, Hao-En, Kao, Chang-Yi
• Format: Article
• Language: English
• Subjects: Agile; Demand-centric; Focus group; Net promoter score; Problem-based learning
• ISSN: 2405-8440; 2405-8440
• DOI: 10.1016/j.heliyon.2024.e24887

The main goal of education is to provide students with practical skills. To achieve this, it is important to connect course content to real-world industry while also maintaining academic rigor. The effectiveness of this integration has become a concern in university courses. In recent years, courses have used both Problem-Based Learning (PBL) methods that are tied to course themes and social issues, encouraging students to work together on assigned projects. However, these methods do not adequately prepare students for the fast-paced, innovative and team-oriented demands of the modern workplace. This study aims to take the problem-based approach a step further by adopting a demand-centric approach, promoting agile learning through focus group work and enhancing students' academic competencies. The study also designs a flexible learning method that adapts to the rapidly changing digital age, combining PBL with industry needs to encourage self-directed learning. This not only sustainably improves students' learning outcomes, but also develops their practical skills. The study was evaluated through pre- and post-tests, which showed a significant improvement in students' learning outcomes. Additionally, peer Net Promoter Score (NPS) assessments were used to evaluate students' subject-area competencies, yielding positive results.