Problem-Based Learning as a Catalyst for 21st-Century Skills in Secondary Education: A Systematic Literature Review

Dwi Retno Sari, Sentot Budi Rahardjo, Baskoro Adi Prayitno

Abstract

The rapid transformation of the 21st-century, driven by globalization, technological advancement, and complex societal challenges, demands that education equips students with essential competencies such as critical thinking, creativity, collaboration, and communication (4C skills). Problem-Based Learning (PBL) has emerged as a promising pedagogical approach to address these needs by engaging learners in authentic, context-rich problem scenarios that foster active inquiry and self-directed learning. This systematic literature review aims to synthesize empirical studies published between 2015 and 2025 that investigate the implementation of PBL in secondary education and its impact on 21st-century skills development. Data were collected from peer-reviewed journal articles indexed in Scopus, Web of Science, and Google Scholar using predefined inclusion and exclusion criteria. The review identifies key pedagogical strategies, learning environments, and assessment practices that enhance the effectiveness of PBL in nurturing students’ competencies. Findings reveal that PBL consistently promotes critical thinking and collaboration, with emerging evidence supporting its role in improving creativity and communication skills, especially when integrated with digital tools. The study provides implications for curriculum designers, educators, and policymakers in fostering future-ready learners through innovative instructional design.

Keywords

secondary education; systematic literature review; problem-based learning; 21st-century skills

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References

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DOI: https://doi.org/10.20961/ictte.2025.114727

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