Abstract:

The quest for pedagogical excellence in the 21st century has led educators to increasingly embrace innovative teaching methods that promote active learning and critical thinking. Central to this educational evolution is problem-based learning (PBL), a strategy that places students at the helm of their educational journey, navigating through real-world challenges to acquire knowledge. This study examines the impact of socio-pedagogical communication on the effectiveness of problem-based learning for students across various disciplines. The exploration begins by defining socio-pedagogical communication and its significance in the realm of problem-based learning. By integrating communication theories with pedagogical practices, the research aims to uncover how socio-pedagogical interactions can enhance the PBL experience, making it more engaging and effective for learners in first-year educational license students at Ecole Normale Supérieure at Abdelmalek Essaadi University (Morocco). Adopting a pragmatic research approach, the study utilizes case studies and action research to investigate PBL in action. Data is drawn from student feedback, academic performance metrics, and observational analysis within classrooms that have implemented PBL as a core instructional strategy. The findings suggest that when PBL is enriched with intentional socio-pedagogical communication, students demonstrate increased engagement and improved problem-solving capabilities. This enhanced engagement is evidenced by more active participation in discussions, greater depth in questioning, and a stronger sense of community among learners. In light of these observations, the abstract posits that educators and curriculum designers should consider socio-pedagogical communication as an integral component of problem-based learning frameworks. The recommendations set forth by this study serve as a guide for educators seeking to optimize PBL environments, ensuring that the learning process is not only informative but also transformative.

Keywords:

Problem-Based Learning, Socio-Pedagogical Communication, Active Learning, Educational Innovation, Higher Education.