Problem-Based Learning in the Digital Era :Enhancing Student Engagement and CriticalThinking

Abstract

The rapid digital transformation of education has
necessitated pedagogical innovations capable of fostering
critical thinking, engagement, and problem-solving
competencies among modern learners. Problem-Based
Learning (PBL), grounded in constructivist theory, offers a
student-centered framework where authentic problems drive
knowledge construction and collaborative learning. This
study investigates the impact of digitally integrated PBL on
student engagement and critical thinking development within
contemporary educational environments. Employing a mixedmethods approach, the research combines quasiexperimental quantitative assessments with qualitative
feedback from surveys and focus group discussions to
evaluate cognitive and experiential learning outcomes.
Findings indicate statistically significant improvements in
critical thinking performance and problem-solving abilities
among students exposed to digitally augmented PBL
environments, particularly through the use of simulations,
virtual laboratories, and interactive learning platforms.
Qualitative insights further reveal increased motivation,
deeper conceptual understanding, and enhanced
collaborative participation compared to traditional
instructional approaches. The study underscores the
synergistic value of integrating digital tools with problem driven pedagogy in cultivating higher-order cognitive skills
and sustaining learner engagement. It concludes that digitally
enhanced PBL represents a transformative instructional
strategy capable of addressing the demands of 21st-century
education, especially in remote and technology-mediated
learning contexts.