Problem-Based Learning as a Precursor for Adult Learning in Uganda Universities

This article investigates the extent to which Problem-Based Learning (PBL) functions as an effective precursor to adult learning within Uganda’s university system. As higher education institutions continue to experience significant growth in adult enrolment, comprising learners who balance academic study with employment, family responsibilities, and community obligations, the need for pedagogical approaches that promote autonomy, experiential engagement, and practical knowledge application has become increasingly urgent. Internationally, PBL has gained prominence as a learner-centred instructional model grounded in authentic problem scenarios, collaborative inquiry, and self-directed learning, rendering it highly compatible with the learning characteristics and expectations of mature learners. Drawing on a comprehensive systematic literature review of theoretical, empirical and contextual studies mainly published between 2015 and 2025, this study synthesises contemporary evidence on how PBL enhances key dimensions of adult learning. Informed by andragogy, self-directed learning theory, transformative learning perspectives, and collaborative learning frameworks, the review demonstrates that PBL strengthens experiential reasoning, intrinsic motivation, reflective judgment, and long-term knowledge retention among adult learners. Findings reveal that PBL significantly enhances the relevance and real-world applicability of university learning, improves adult learners’ problem-solving and teamwork competencies, and supports the development of self-regulated and independent learning practices. Evidence further indicates that PBL facilitates the transfer of academic knowledge to professional and community contexts, an outcome especially valuable for adult learners who prioritise practical skill acquisition. Nonetheless, persistent challenges, including limited instructional resources, uneven readiness for self-directed learning, insufficient faculty preparation, overcrowded classrooms, and rigid curricula, continue to impede optimal PBL implementation across many Ugandan universities. The study concludes that PBL holds strong potential to transform adult learning within Uganda’s higher education landscape. To maximise its impact, universities should invest in faculty development, curriculum redesign, infrastructure enhancement, and learner-support mechanisms that institutionalise PBL as a core pedagogical approach. Strengthening PBL-based teaching and learning can play a pivotal role in developing competent, adaptive, and self-directed adult learners equipped to meet the demands of Uganda’s evolving socio-economic environment.