Volume 5, Issue 3 (September 2026)
IJER 2026, 5(3): 0-0 |
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Azizi M, Tanhaei A. (2026). Adapting Problem-Based Learning in Iranian Military Universities: A Localized Framework for Enhancing Critical Thinking and Adaptive Leadership in Professional Military Education. IJER. 5(3),
URL: http://ijer.hormozgan.ac.ir/article-1-601-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-601-en.html
1- PhD in TEFL; Lecturer, Center for Foreign Languages, Faculty of Science and Technology, Farabi, Tehran, Iran , mohammad.azizi69@gmail.com
2- Associate Professor, Department of Basic Sciences, Faculty of Science and Technology, Farabi, Tehran, Iran
2- Associate Professor, Department of Basic Sciences, Faculty of Science and Technology, Farabi, Tehran, Iran
Abstract: (2 Views)
Objective: In contemporary operational environments marked by volatility, uncertainty, complexity, and ambiguity, conventional lecture-based instruction no longer meets the authentic requirements of military officers, particularly in cultivating adaptive decision-making, collaborative problem-solving, and self-directed learning. This study examined Problem-Based Learning (PBL) as a learner-centered pedagogical approach for professional military education, with specific reference to Iran's officer universities.
Methods: An analytical and integrative review was conducted, drawing on international precedents—notably experimental PBL implementation at the Norwegian Defense University and U.S. senior service colleges—alongside recent reforms in professional military education systems, to synthesize and critically appraise the existing evidence base.
Results: The analysis identified opportunities arising from Iran's existing emphasis on operational readiness, simulation-driven training, and Islamic-Iranian value systems, alongside persistent barriers including resource limitations, entrenched teacher-centered methodologies, and the need for alignment with the ideological and strategic imperatives of the armed forces. Building on this appraisal, the study proposes the Iranian Military Problem-Based Learning Framework (PBL-IMAF), integrating authentic problem design, a blended flipped-classroom and facilitated-PBL architecture, faculty development, culturally responsive assessment, and explicit integration of Islamic-Iranian values, supported by a phased implementation roadmap of preparation, piloting, scaling, and institutionalization.
Conclusions: When adapted through principled localization, PBL can offer an effective and operationally relevant pathway for improving professional military education in Iran while reinforcing Islamic-Iranian identity, operational doctrine, and strategic priorities. The proposed framework contributes to both international military pedagogy discourse and domestic pedagogical reform in Iran's officer universities.
Methods: An analytical and integrative review was conducted, drawing on international precedents—notably experimental PBL implementation at the Norwegian Defense University and U.S. senior service colleges—alongside recent reforms in professional military education systems, to synthesize and critically appraise the existing evidence base.
Results: The analysis identified opportunities arising from Iran's existing emphasis on operational readiness, simulation-driven training, and Islamic-Iranian value systems, alongside persistent barriers including resource limitations, entrenched teacher-centered methodologies, and the need for alignment with the ideological and strategic imperatives of the armed forces. Building on this appraisal, the study proposes the Iranian Military Problem-Based Learning Framework (PBL-IMAF), integrating authentic problem design, a blended flipped-classroom and facilitated-PBL architecture, faculty development, culturally responsive assessment, and explicit integration of Islamic-Iranian values, supported by a phased implementation roadmap of preparation, piloting, scaling, and institutionalization.
Conclusions: When adapted through principled localization, PBL can offer an effective and operationally relevant pathway for improving professional military education in Iran while reinforcing Islamic-Iranian identity, operational doctrine, and strategic priorities. The proposed framework contributes to both international military pedagogy discourse and domestic pedagogical reform in Iran's officer universities.
Keywords: Problem-Based Learning, Professional Military Education, Localisation, VUCA Environment, Iranian Military Problem-Based Learning Framework (PBL-IMAF)
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/11/12 | Accepted: 2026/02/26 | Published: 2026/09/1
Received: 2025/11/12 | Accepted: 2026/02/26 | Published: 2026/09/1
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