Date of Submission


Document Type



Doctor of Education




problem-based learning, constructivism, Appreciative Inquiry, community-based global learning, Asia, high school


As education systems shift away from disciplinary-specific content and towards the development of skills that are transferable between disciplines, years and stages of life, many schools still note a gap between this desired state and their current reality. Problem-based learning (PBL) is gaining prominence as a method of closing this gap. PBL is grounded in constructionist theory, which believes that students learn best when solving authentic problems through a multi-disciplinary approach and when they have the opportunity to present this learning. This OIP addresses the absence of a school mission-aligned implementation strategy for innovative PBL programming in grades 11 and 12 at an international school in Asia. As a potential solution, it proposes a hybrid of a PBL program and a community-based global learning (CBGL) program that would see students apply these transferable skills to solving authentic problems in the wider community. This is a complex solution and requires several carefully selected frameworks and leadership approaches to achieve it. As an informal leader, I propose a diverse collective leadership approach that harnesses the knowledge and wisdom of a diverse range of stakeholders. This OIP will also embed an Appreciative Inquiry (AI) approach to leverage the success of the current grade 9-10 PBL program, to drive the monitoring and evaluation process and to ensure stakeholders remain connected to the purpose of the change. These approaches are aligned to the school’s mission and grounded in a transformative approach to change, which believes that change should strive to make the world a better and more equitable place.