TITLE:
Problem-Based Learning—An Exploration of Teachers’ Concerns in Hong Kong SAR Secondary Schools
AUTHORS:
Kalwant Catherine Kaur
KEYWORDS:
Problem Based Learning, Traditional Teaching Method, Student Engagement, Self-Directed Learning, Chinese Learners, Hong Kong SAR Diploma in Secondary Education
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.14 No.9,
September
15,
2026
ABSTRACT: Problem Based Learning (PBL) has been implemented as a student-centred approach in various educational environments. This research study examined the implementation of PBL in Citizenship, Economics and Society (CES) curriculum in a secondary school in Hong Kong SAR (HK SAR) focusing on the concern of the teachers when teaching under the PBL approach. The study employed a mixed-methods approach; the study incorporates interviews, field notes and questionnaires. The findings of this study indicate that students were engaged in learning under the PBL approach. However, concerns were raised regarding the time-intensive nature of PBL and its appropriateness within the curriculum, particularly in relation to the DSE curriculum and low-achieving students. Additionally, the findings revealed that the implementation of PBL increases the workload for teachers, necessitates additional time to encourage student participation, and may not be well-received if employed too frequently. Therefore, departmental support in the preparation of materials and the development of suitable teaching methodologies is crucial. Despite the expressed concerns from teachers, the results of this study provide substantial evidence to advocate for the integration of the PBL approach in lessons.