What is the impact of implementing problem-based learning (PBL) in school curricula on the development of critical thinking abilities in elementary students?

Abstract

This study examines the effect of implementing Problem-Based Learning (PBL) in elementary school curricula on the development of critical thinking skills among students. As education systems shift toward future-ready learning, critical thinking has become essential for equipping students with the skills needed to navigate complex, real-world challenges. Grounded in constructivist theory and Bloom’s Taxonomy, this research adopts a mixed-methods approach to provide both quantitative and qualitative insights. Data were collected through pre- and post-assessments, classroom observations, interviews, and document analysis. The findings demonstrate that PBL significantly enhances students’ analytical reasoning, collaborative problem-solving, and metacognitive skills. Students engaged in PBL exhibited improved abilities to question assumptions, analyze evidence, and apply knowledge across contexts. Teachers also reported increased student engagement and a deeper understanding during PBL sessions. However, successful implementation of PBL requires teacher readiness, ongoing professional development, and curriculum alignment with national standards. This study contributes to the broader discourse on educational reform in the UAE, aligning with the UAE Vision 2031, E33, and KHDA directives to integrate higher-order thinking skills into the classroom. The research provides practical recommendations for policymakers, school leaders, and educators seeking to implement student-centered methodologies that promote critical thinking and lifelong learning. Ultimately, the study supports the transformative potential of PBL in building a more innovative, reflective, and adaptable generation of learners.