Integrating Problem Based Learning into Character Education: A Literature Review

Abstract

The increasing demand for education that balances cognitive achievement with character development has encouraged the adoption of innovative learning models, and this research aims to examine how Problem-Based Learning (PBL) contributes to character education while simultaneously improving students’ cognitive skills. Using a qualitative literature review design, the study synthesizes findings from national and international academic publications focusing on the implementation of PBL in various educational contexts, with data obtained from peer-reviewed journal articles and books published within the last decade and analyzed thematically to identify patterns, values, and challenges in applying PBL. The findings reveal that PBL not only enhances critical thinking, problem-solving, and higher-order thinking skills but also nurtures essential character values such as responsibility, independence, tolerance, cooperation, and perseverance, which emerge naturally through collaborative problem-solving processes and are further reinforced when PBL is applied in multicultural learning environments. Although challenges remain, particularly regarding the need for sustained implementation and strong teacher facilitation, the evidence suggests that PBL offers a structured and adaptable pathway for integrating character education into classroom practice. In conclusion, this research highlights the potential of PBL as a pedagogical approach that bridges academic competence and character development, contributing both to the advancement of educational science and to practical innovations in teaching.