Experiences of using problem situations in teaching technology: foreign and national practices

Abstract

Asbtract: This article examines the experiences of using problem-based learning situations in technology education, analyzing both foreign and national practices. Problem-based learning (PBL) has emerged as an effective pedagogical approach that develops students’ critical thinking, creativity, and practical skills through engagement with real-world challenges. The study analyzes the implementation of problem situations in technology education across different educational systems, including approaches from the United States, Finland, Singapore, Japan, and Uzbekistan. The research identifies key components of successful problem-based technology education: authentic real-world problems, student-centered learning, collaborative work, integration of theoretical and practical knowledge, and reflective practice. The article presents comparative analysis of teaching methodologies, assessment approaches, and learning outcomes. Special attention is given to the adaptation of international best practices to local educational contexts while preserving national educational traditions. The findings demonstrate that systematic use of problem situations in technology education significantly enhances student engagement, develops higher-order thinking skills, and prepares learners for modern workplace demands. The article provides practical recommendations for educators on designing and implementing problem-based learning activities in technology classrooms, addressing common challenges such as resource constraints, teacher preparation, and curriculum integration. The research contributes to understanding how problem-based approaches can transform technology education and prepare students for the challenges of the 21st century.