By Georgy Petrov, Janelle Emmert Goodnight and Gary Coombs

In an era where business schools are increasingly challenged to demonstrate relevance, impact and graduate employability, the question is no longer what we teach, but how we teach it. Our new book, Project-Based and Problem-Based Learning, published by Edward Elgar, addresses this challenge directly by exploring how educators can design learning experiences that move beyond passive knowledge transmission toward active, meaningful engagement. At its core, the book examines two closely related but distinct pedagogical approaches: Project-Based Learning (PjBL) and Problem-Based Learning (PBL). Both are grounded in constructivist learning theory, which emphasises that learners actively construct knowledge through experience rather than simply receiving it. In these approaches, students are not passive recipients of information but active participants, engaging with real-world problems and projects that require them to apply, test and extend their understanding.

The book begins by situating PjBL and PBL within their theoretical foundations. It traces their roots in constructivism and experiential learning, highlighting how learning is shaped through interaction with authentic contexts. Rather than focusing solely on content acquisition, these approaches prioritise higher-order learning outcomes such as critical thinking, problem-solving, collaboration and metacognition. This shift is particularly important in business education, where graduates are expected to navigate ambiguity, analyse complex situations and make informed decisions in dynamic environments. A key theme running throughout the book is authenticity. Both PjBL and PBL centre learning around real-world tasks, whether that is developing a business plan, solving an organisational challenge, or engaging with live industry projects. By situating learning in contexts that mirror professional practice, students are better able to connect theory with application, developing not only knowledge but also the skills and judgement required in the workplace.

The distinction between the two approaches is also carefully unpacked. Project-Based Learning typically involves structured, time-bound projects that culminate in tangible outputs such as reports, presentations or prototypes. Problem-Based Learning, on the other hand, often begins with more open-ended, ill-defined problems, encouraging students to explore, question and define the problem space before moving toward solutions. While different in emphasis, both approaches share a commitment to student-centred learning, inquiry and collaboration. Importantly, the book is not only conceptual but highly practical. It provides detailed guidance on how to design, implement and evaluate PjBL and PBL in business education contexts. This includes considerations such as developing effective ‘driving questions’, scaffolding student learning, facilitating group work, and designing authentic assessments. It also addresses common challenges, such as student resistance, workload implications, and institutional constraints, offering strategies to navigate these effectively.

Another important contribution of the book is its recognition that these approaches are not ‘all or nothing’. Educators can adopt elements of PjBL and PBL incrementally, embedding them within existing modules, courses or programmes. Whether through small-scale problem-based activities or fully integrated project-based curricula, the book encourages flexibility and adaptation based on context, discipline and learner needs.

So, who is this book for?

First and foremost, it is for business and management educators, whether early-career academics, experienced faculty, or doctoral students beginning their teaching journey, who are looking to enhance student engagement and learning outcomes. It is also highly relevant for programme directors and curriculum designers seeking to align programmes with employability agendas and institutional strategies focused on active and experiential learning. Beyond business schools, the book will resonate with educators across disciplines who are interested in active learning and authentic assessment. While the examples are grounded in business education, the underlying principles are widely applicable to other professional and applied fields. Finally, the book speaks to a broader audience of educational developers, teaching and learning centres, and institutional leaders who are driving pedagogical innovation. As universities continue to respond to changing student expectations, technological and AI advancements and employer demands, approaches such as PjBL and PBL offer a compelling pathway toward more meaningful and impactful education.

Ultimately, Project-Based and Problem-Based Learning is about rethinking the role of the educator and the nature of the learning experience. It invites us to move from being the ‘sage on the stage’ to the ‘guide on the side’, creating environments where students learn by doing, reflecting and engaging with the complexities of the real world. In doing so, it offers not just a teaching method, but a way of bridging the gap between academia and practice, ensuring that learning is not only intellectually rigorous, but also relevant, applied and transformative.

This article was written by Georgy Petrov, Reader in Management Education and Practice, School of Business and Management, Queen Mary University of London, UK, Janelle Emmert Goodnight, Professor of Marketing, Marketing Department, College of Business, Western New England University and Gary Coombs, Professor Emeritus of Management, Department of Management, Ohio University, USA

Project-Based and Problem-Based Learning is available to read in Hardback, Paperback and eBook formats.

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