Abstract

Problem-based learning (PBL) has been widely acclaimed as an innovative pedagogical approach that nurtures students’ problem-solving abilities, self-directed learning skills, and collaborative competencies. This systematic review examines the structure and implementation strategies of PBL courses in legal education. Through a comprehensive literature review, case study analysis, and comparative research, this paper delineates the key structural components of PBL courses in law, encompassing learning objectives, problem design, learning resources, teaching activities, and assessment methods. Furthermore, it synthesizes effective implementation strategies, such as adjustments to teacher roles and training, student grouping and task delegation, problem-oriented instructional design, diversified teaching methodologies, and a synergy of formative and summative assessments. The review also elucidates the advantages and limitations of PBL in legal education, the challenges encountered during implementation, potential countermeasures, and future development trajectories. Recommendations are provided to further promote PBL in legal education, emphasizing policy support, pedagogical practice, theoretical research, and cultivating a conducive culture. This review contributes to the understanding and advancement of PBL in legal education, offering insights for educational practitioners, researchers, and policymakers to enhance the quality and efficacy of legal talent development.

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