Problem-Based Learning for Sustainability: Impact on Students’ Critical Thinking

Abstract

Although Problem-Based Learning is recognized as a promising methodology for strengthening critical thinking in sustainability, gaps remain regarding the conditions that determine its effectiveness, the adequate design of problems, and teacher training. The objective of the study was to analyze the available evidence on the impact of Problem-Based Learning on the development of students’ critical thinking, specifically in educational experiences related to sustainability, identifying trends, methodological differences, and areas requiring further research. A documentary review methodology was applied, incorporating rigorous criteria for search, selection, methodological evaluation, and qualitative synthesis of studies on PBL and critical thinking. The findings showed that PBL enhances critical thinking through inquiry, argumentation, and interdisciplinary analysis of socio-environmental problems. Its effectiveness depends on problem design, teacher guidance, and collaborative work. Although the studies demonstrate progress, methodological limitations and limited understanding of underlying cognitive processes persist. It is concluded that PBL strengthens critical thinking when problems are authentic, complex, and interdisciplinary.