Prerequisites for a problem-based teaching-learning strategy tailored to the generational characteristics of undergraduate students of educational sciences and social sciences

Aim:

 The aim of the present study was to identify and explain the prerequisites of a problem-based teaching-learning strategy tailored to the generational characteristics of undergraduate students of educational sciences and social sciences. The research design is exploratory mixed-methods. Grounded theory was used for the qualitative phase, and descriptive survey was used for the quantitative phase. The statistical population in the qualitative phase included experts in the two fields of educational and social sciences, and that of the quantitative phase consisted of professors and undergraduate students from the two faculties of educational sciences and social sciences at Tehran University and Isfahan University. Data was collected through semi-structured interviews in the qualitative phase, and through a researcher-made questionnaire in the quantitative phase. Based on the findings, “integrating lesson concepts with real-life issues” topped the eight major prerequisites identified. Hence, currently students’ academic motivation and scientific development depends on the application of these components. Therefore, it is suggested that professors use the said methods in order to make the best use of educational opportunities.