Early career academics’ perceptions of their facilitator roles in a systemic PBL context

This study investigated how 53 early career academics at a Danish university perceive their roles as facilitators in student teams within a problem- and project-based learning (PBL) framework. Using Q methodology, the analysis found shared values such as setting mutual expectations, helping students manage crises, and encouraging independent problem-solving. Four distinct opinions on facilitators' roles were identified: (1) enhancing student creativity in response to challenges; (2) supporting students to stay on track through providing feedback, ideas, and resources; (3) caring for students' individual needs; (4) focusing on their professional development. The findings highlight the diverse interpretations and practices of PBL facilitation among early career academics. Their uncertainties and reluctance to engage in the negotiation of institutional conditions revealed the need for an institutional PBL facilitation framework relevant to the perspectives and practices of all educators, which will serve as a foundation to provide professional development activities to early career academics.