Designing for problem- and project-based learning in a resource-constrained university context

Abstract

ABSTRACT
This chapter examines how problem- and project-based learning (PBL) can be effectively adapted for resource-constrained university contexts in East Africa, using Gulu University in northern Uganda as a case study. Set against a backdrop of regional conflict, limited infrastructure and national education reforms, the chapter explores how a hybrid model of PBL—termed “PBL-hybrid”—has been developed in collaboration with Aalborg University to integrate digital technologies with student-centred, practice-oriented pedagogy. Through a systematic literature review and empirical analysis, the chapter identifies key enablers and barriers to implementing PBL-hybrid in low-resource settings. Findings highlight the importance of institutional commitment, capacity-building for academic staff, students’ engagement and context-sensitive use of information and communication technology. The model has shown promise in enhancing student 21st-century skills, fostering community-responsive learning and supporting institutional transformation aligned with regional development goals. The main finding is that PBL-hybrid, when thoughtfully designed and locally adapted, can serve as a powerful pedagogical and strategic tool—not only to improve teaching and learning but also to strengthen the role of universities as agents of social and economic transformation in fragile and underserved regions.