Contemporary approaches to problem based learning and their impact on the development of academic creativity in higher education

Abstract

In contemporary higher education, problem-based learning approaches have become established as pedagogical strategies aimed at strengthening critical thinking, academic creativity, and complex problem-solving skills in university students. Based on active learning, constructivism, and interdisciplinarity, these approaches promote student-centered learning processes, fostering reflection, argumentation, and the meaningful construction of knowledge through active methodologies and innovative teaching strategies. This research aimed to analyze the impact of problem-based learning on the development of creative, investigative, and analytical skills within higher education. To this end, a systematic literature review was conducted using the PRISMA method, allowing for the collection and synthesis of scientific evidence related to the pedagogical and epistemological foundations of this educational approach. The results showed that problem-based learning strengthened intellectual autonomy, innovation, collaborative participation, and the ability to generate contextualized solutions to diverse academic and professional problems. Consequently, it was concluded that this pedagogical model contributed significantly to the improvement of educational quality and to the comprehensive training of professionals capable of responding to the scientific, technological and social demands of the contemporary environment.