International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Problem-Based Learning as a Catalyst for Critical Thinking in SUCs: A Systematic Review

Author(s) Mr. Von Ryan Jardiolin Berja, Ms. Remie Orbita Ortua, Ms. Mutya Acampado Cruz, Ms. Rita D Alarcon, Dr. Imari Meryl S Roxas
Country Philippines
Abstract This study aimed to explore the role of Problem-Based Learning (PBL) in fostering critical thinking among college students in Philippine State Universities and Colleges (SUCs) through a systematic literature review. Guided by the PRISMA 2020 framework, the review ensured transparency, methodological rigor, and replicability, consolidating evidence across diverse higher education contexts. By synthesizing findings, the study mapped recurring patterns, identified gaps, and provided a robust foundation for advancing pedagogical practices that strengthen learners’ higher-order thinking. Thus, aligning with Sustainable Development Goal 4 (Quality Education), emphasizing inclusive, equitable, and lifelong learning opportunities.

Quality assessment focused on research design, sample adequacy, data collection robustness, and instrument validity, with particular attention to studies employing validated measures of critical thinking. Ethical safeguards such as informed consent and bias mitigation were also considered. Data synthesis combined descriptive and thematic analysis: quantitative studies highlighted measurable impacts of PBL through effect sizes and statistical outcomes, while qualitative and mixed-methods research revealed recurring themes of collaboration, inquiry, and reflective judgment. The review affirmed PBL’s role as catalyst in cultivating critical thinking in SUCs in preparing graduates for complex, interconnected societies.
Keywords Problem-Based Learning, Critical Thinking, State Universities and Colleges
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.67054
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