Transporting Problem-Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities

Autor/inn/en	Romanowski, Michael H.; Karkouti, Ibrahim M.
Titel	Transporting Problem-Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 15 (2021) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Romanowski, Michael H.) ORCID (Karkouti, Ibrahim M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
Schlagwörter	Problem Based Learning; Educational Change; Cultural Context; Program Implementation; Educational Practices; Student Centered Learning; Critical Thinking; Reflection; Foreign Countries; Fidelity; Arabs; Saudi Arabia; Kuwait; United Arab Emirates; Qatar; Bahrain + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Bildungsreform; Bildungspraxis; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kritisches Denken; Ausland; Arab; Araber; Saudi-Arabien; Vereinigte Arabische Emirate; Katar
Abstract	The globalization of education has increased large-scale education reforms worldwide. Over the past 15 years, Gulf Cooperation Council Countries (GCC) have invested significant resources in reforming their education systems. This has led to extensive borrowing of pedagogical approaches to initiate and implement educational change. This article evokes several cultural learning scripts to identify the challenges that arise when pedagogical approaches are adopted and implemented. Specifically, problem-based learning (PBL) is examined against the backdrop of these cultural scripts to examine the cultural complexities of PBL in a GCC context. Discussion is provided that addresses several fundamental concerns that should be considered in order to reduce the cultural challenges and improve the implementation of PBL in GCC contexts. trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01