Open AccessThe Problem-Based Learning Approach towards Developing Soft Skills: A Systematic Review
Author(s) -
Sadia Deep,
A. Razzaque Ahmed,
Nazia Suleman,
Muhammad Abbas,
Uzma Naza,
Hina Shaheen,
Abdul Razzaq
Publication year - 2020
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 35
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2020.4114
Subject(s) - soft skills , facilitator , vocational education , skills management , thematic analysis , psychology , social skills , qualitative research , problem based learning , empirical research , interpersonal communication , systematic review , medical education , knowledge management , mathematics education , pedagogy , computer science , medicine , sociology , social psychology , medline , developmental psychology , social science , philosophy , epistemology , political science , law
In this paper, we review systematically the role of problem-based learning (PBL) in developing soft skills in Technical and Vocational Education and Training (TVET) and other fields of studies. The Systematic Literature Review (SLR) includes the most recent empirical, review, and conceptual studies from TVET and other multiple fields of studies including medicine, humanities, and engineering between the years of 2001 and 2016 collected from four databases. A qualitative method was used to accomplish the systematic review. After the collection of articles, the selected studies were analyzed through thematic analysis. From this review, we concluded that PBL as an instructional approach has a significant role in the development of soft skills among students of various disciplines including TVET; empirical evidence is predominantly conclusive in identifying the acquisitions of various soft skills including communication skills, conflict resolution skills, leadership skills, and interpersonal skills, and finally, several factors might influence the relationship of PBL and soft skills such as duration and process of PBL instruction, role of facilitator, and awareness and training of learners. Moreover, there are fewer number of empirical studies on the role and effects of PBL approach to developing soft skills in TVET.