A Study on the Effectiveness of PBL Classes Focusing on Solving Community Problems for Education for Sustainable Development

Abstract

This study aims to reveal the effectiveness and significance of PBL classes through the analysis of a PBL class case centered on community problem solving for education for sustainable development . This study utilized a case study of a PBL class in the course “Reading the World Made with Empathy,” which was designed under the theme of the 11th goal of the SDGs, “Sustainable Cities and Communities,” as a tool for analysis. The learning goal of the PBL class is to cultivate ESD core competencies through community problem solving project activities.The results of the t-test for the evaluation of ESD core competencies showed a significant difference in the mean values of competencies before and after the training, which proved that ESD core competencies improved after the training. There are three aspects of significance in the evaluation of reflection through the analysis of reflection records. First, through team activities of cooperation and feedback, the cognitive capacity of interconnectedness to relate local issues to oneself was expanded. Second, social responsibility and socio-emotional competencies were cultivated through field trips to allow for the students to deeply empathize with local issues and to get a sense of solidarity with the community. Third, the motivation and willpower to cultivate problem-solving skills and practical action capabilities were enhanced by deriving the results of the S-VALLEY project, which solved practical problems for the sustainable development of the region.Therefore, this community problem solving oriented PBL class is expected to provide meaningful implications for the expansion of ESD in universities and the development of practical education programs in terms of fostering the core competencies pursued by ESD and by encouraging participation and action in community activities.