This thesis provides an insight into the potential of problem-based learning from the perspectives of both the teacher and the learner. By analysing learning in terms of psychological and pedagogical aspects, the aim is to establish a solid foundation of knowledge, whilst also examining the method of problem-based learning itself. In addition to developing this basic knowledge, this paper aims to provide relevant guidance for teachers in adult education. It is intended to serve as an implementation guide for anyone wishing to incorporate problem-based learning into their continuing education programmes in the future.
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