en Educational Studies پژوهشي Original <div style="text-align: justify;"><span style="color:#339966;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><b>Objective:</b> 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&#39;s officer universities.<br> <b>Methods</b>: An analytical and integrative review was conducted, drawing on international precedents&mdash;notably experimental PBL implementation at the Norwegian Defense University and U.S. senior service colleges&mdash;alongside recent reforms in professional military education systems, to synthesize and critically appraise the existing evidence base.<br> <b>Results</b>: The analysis identified opportunities arising from Iran&#39;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.<br> <b>Conclusions</b>: 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&#39;s officer universities.</span></span></span></span></div> Problem-Based Learning, Professional Military Education, Localisation, VUCA Environment, Iranian Military Problem-Based Learning Framework (PBL-IMAF) 0 0 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-616-1&slc_lang=en&sid=1 Mohammad Azizi mohammad.azizi69@gmail.com 10031947532846006181 10031947532846006181 Yes PhD in TEFL; Lecturer, Center for Foreign Languages, Faculty of Science and Technology, Farabi, Tehran, Iran Alireza Tanhaei atanhayee@yahoo.com 10031947532846006182 10031947532846006182 No Associate Professor, Department of Basic Sciences, Faculty of Science and Technology, Farabi, Tehran, Iran