Introduction

1. Issues
Higher education is often criticized for not adequately preparing students for success in
their academic pursuits, future lives, and careers. In China, for a long time, the current
-centered teaching mode, pure pursuit of

(Lin, 2016). Students tend to lack prob

Although some courses have used Problem-Based Learning (PBL) methods; However,
these methods do not fully prepare students for the fast-paced, innovative, and team
oriented demands of modern workplaces (Chueh&Kao, 2024). The gap between
classroom learning and real life is significant, and students do not understand the
relevance of the content they have learned or the value of the knowledge they have
learned (Fwu, Citation2018). In addition, teachers also face challenges in maintaining
teaching and industry currency (Zhou et al., 2022). Teachers need support and guidance
to adapt to their new roles (Blackburn, 2017).

2. Solution: Problem-Based Learning for In-service Teachers Training

2.1 What is Problem-Based Learning?
Problem-Based Learning (PBL) is a student-centered teaching method that
guides students in solving real-world problems (Savery, 2015). Through
activities like problem analysis, goal setting, resource collection, idea synthesis,
and reflective problem-solving, PBL facilitates group learning. It primarily aims to
develop critical thinking, enhance analytical reasoning, problem-solving, and
collaborative learning skills (Liu, 2022). Sternberg (1988) supports this view,
stating that problem-solving abilities encompass various skills, such as defining
the problem, selecting steps and strategies to solve the problem, choosing
appropriate information, allocating resources, and monitoring the
problem-solving process.

2.2 Why Does PBL Work Better for Quality Teachers and Improve Students'
Practical Abilities?
Compared with the traditional teacher-centered, subject-centered, competitive
learning, and lecture-based teaching styles (Sadlo et al., 1994),
student-centered, problem-based, and small-group learning (Sadlo et al., 1994)
is a form of problem-based learning, opening up a new horizon for teachers and
learners. PBL uses real problems to trigger learners' learning, and integrate and
construct knowledge during the interactive process of group learning.
PBL draws from various theoretical frameworks in education, psychology, and
sociology. Existing literature shows that PBL is often used alongside various
techniques, such as communication, collaboration, and teacher guidance for
students (Aslan, 2021). Furthermore, in PBL instruction, learners must construct
their understanding of the subject, and the key to the PBL method is the level of
cooperation among learners in groups (Boye, 2023).
Vygotsky's social constructivism emphasizes that learning is a social process
and that knowledge is co-constructed through interaction with others; according
to the concept of Zone of Proximal Development (ZPD), students can reach
cognitive levels that they cannot achieve alone by interacting with more
experienced others.
Bandura's social cognitive theory emphasizes the role of observational
learning, self-efficacy, and cognitive and motivational factors in behavioral
learning.
Therefore, the above two theories are consistent with the PBL (Problem-Based
Learning) teaching model and can effectively support how PBL constructs
knowledge more efficiently, aiding both students and teachers in teaching and
learning. PBL supported by two theories also provides solution and reference for
improving the existing teaching and learning issues in Chinese higher education
institutions.
The review will focus on Vygotsky's social constructivism theory and Bandura's
social cognitive theory. These perspectives will be compared, and insights will
be integrated to develop a coherent theoretical and conceptual framework for
PBL for in-service teachers training in Chinese Universities.
b. Two theoretical perspectives
1. Social constructivism (Lev Vygotsky): Vygotsky (1978) viewed the
foundation of knowledge acquisition as an interactive form, including discourse
sharing and thought comparison between learners and facilitators. Social
constructivism emphasizes student-centered learning and a collaborative style
of imparting and acquiring knowledge and skills with the support of teacher
scaffolding and real-life tasks (Dagar & Yadav, 2016). Vygotsky also believed
that with the help of knowledgeable individuals, learners can learn various
aspects of skills or skills that go beyond their actual development or maturity
level. This type of assistance is defined as "scaffolding". Supporters suggested
that by using a highly interactive approach, the social environment of knowledge
acquisition receives the necessary attention, allowing learners to refine the
concepts they have learned and helping others to discover the meanings of
these concepts.
2. Social Cognitive Theory (Albert Bandura): Social cognitive theory was
proposed by Bandura as an extension of his social learning theory. Bandura
(1986) believes that a portion of personal knowledge acquisition is directly
related to social interaction, experience, and observation of others, and people
can learn by observing and imitating behaviors that others can observe, such as
attention, retention, reproduction, and motivation (Bandura, 1977). Bandura's social
cognitive theory emphasizes the role of observational learning, self-efficacy, and
reciprocal determinism in shaping behavior. The self-efficacy theory is a subset of
Bandura's social cognitive theory. Self-efficacy is a term used to describe a person's
belief in their ability to achieve goals and produce expected results through
action (Bandura, 2009). Social cognitive theory suggests that if there is a close
sense of identification between the observer and the model, and the observer
also has a strong sense of self-efficacy, then learning is most likely to occur
(Urich, 2017)

c. Compare the selected theoretical perspectives in PBL

For PBL teaching method, Vygotsky's Theory of Social Constructivism Theory and
Bandura's Social Cognitive Theory resonate particularly well with the goals and
objectives. Vygotsky's framework emphasizes the importance of interactive knowledge
acquisition in a social context, student-centered instruction, and teacher scaffolding,
while Bandura's perspective highlights the importance of social influence, observational
learning, and self-efficacy.
1. Key concepts
Vygotsky: Interactive collaboration and knowledge construction in a social context,
knowledge construction with the support of experienced teachers, discourse sharing,
student-centered learning and situational teaching.
Bandura: Learning and acquiring knowledge through observing and imitating the
behavior and experiences of others, as well as the importance of self-efficacy and
reciprocity determinism in shaping behavior.

2. Assumptions
Vygotsky: Learning is inherently social, knowledge is co-constructed, learners need
guidance from knowledgeable others.
Bandura: Learning occurs through observation and imitation, self-efficacy and
reciprocity determinism are crucial for learning success, behavior is influenced by
personal and environmental factors.

3. Implications for PBL

Vygotsky
Interaction and collaboration in the social context:
PBL emphasizes that students construct knowledge through problem-solving and group
collaboration, which is consistent with Vygotsky's view that learning is accomplished
through social interaction. Through interaction with peers, students can jointly build
knowledge, exchange perspectives, and deepen understanding.Teachers play the roles of
guides and facilitators in PBL, promoting learning by providing questions, guiding
discussions, and supporting students in their exploration process.
Teacher scaffolding:
Teachers play the roles of guides and facilitators in PBL, promoting learning by
providing questions, guiding discussions, and supporting students in their exploration
process. This is consistent with Vygotsky's scaffolding theory, which states that teachers
promote students' development and ability enhancement by supporting them to learn
within their ZPD.
Situational teaching:
The task of PBL is usually based on solving real-world situations and problems, which
is in line with the emphasis of social constructivism on real task learning and learning
occurring in situations similar to real situations. It helps students apply theoretical
knowledge to practical problems, improve the relevance and practicality of learning.
Bandura
Observation and imitation:
In PBL, students can learn problem-solving strategies and skills by observing and
imitating the behavior of peers and teachers. This is consistent with Bandura's social
cognitive theory. For example, by observing how group members and teachers analyze
problems and implement solutions, students can learn effective problem-solving
methods and acquire knowledge.
Cultivation of self-efficacy:
PBL encourages students to solve problems independently and explore, which helps to
improve their self-efficacy. When students successfully solve complex problems, they
will enhance their confidence in their abilities, further stimulating their learning
motivation and enthusiasm. This is consistent with Bandura's viewpoint.
Reciprocal determinism:
In PBL, there is a close interactive relationship between students' cognitive processes,
behaviors, and learning environment. For example, PBL emphasizes the cognitive
involvement of students in solving practical problems, such as analyzing problems and
reflecting on the process. These cognitive activities are influenced by the learning
environment (such as group discussions, teacher guidance), and also further influence
student behavior (such as active exploration, active cooperation and communication).
This is consistent with Bandura's reciprocity determinism (Bandura, 1990).
4. Summary
Although Vygotsky's social constructivism and Bandura's social cognitive theory differ
in their theoretical foundations and key concepts, both emphasize the importance of
social interaction in learning. PBL can draw inspiration from these two theories to
optimize teaching practices by promoting cooperative learning, providing scaffolding
support, observational learning, and enhancing self-efficacy. By integrating these two
theoretical perspectives, it can help design more effective PBL activities, promote the
comprehensive development and ability enhancement of students.

d. T
1. The common themes:
Acquiring knowledge through interaction in a social context. Vygotsky
and Bandura both emphasized the importance of social interaction in
learning. Vygotsky emphasizes discourse sharing and collaborative learning;
Bandura emphasizes learning through observation and imitation.
Student-centered learning. Vygotsky's social constructivism and Bandura's
social cognitive theory both emphasize student-centered learning.
Teacher scaffolding and role models being observed and imitated.
Vygotsky's scaffolding concept suggests that teachers provide support to
help students achieve higher levels of understanding; Bandura's theory
emphasizes observing and imitating more experienced individuals, and
teachers are role models that students can observe and imitate. Therefore, it
has relevance.
Situational learning. Vygotsky's situational teaching shares the same
factors as Bandura's reciprocity determinism, for example, behavior is
influenced by individual and environmental factors.

2. Principles:
Knowledge is constructed through social interaction: Learning is a process of
constructing knowledge through social interaction and real-life problem-solving in
situations (Vygotsky, 1978; Dagar & Yadav, 2016).
 The importance of observational learning: Students learn by observing and
imitating the behavior of teachers or peers, emphasizing the role of demonstration
and role models (Bandura, 1977, 1986).
Enhancing student self-efficacy: Design learning activities to enhance students'
confidence in being able to successfully complete tasks, thereby enhancing learning
motivation and effectiveness (Bandura, 2009; Urich, 2017).

Theoretical Framework for the research

e. Conceptual framework for the research

Based on the theoretical framework, the main aspect of PBL for in-service
teacher training can be presented in the following factors.
1. Goals:
To enhance the effectiveness of PBL in Chinese universities. Identify the support
needs of teachers in curriculum design and innovative teaching strategies. To
promote the understanding and importance of curriculum innovation, especially
PBL teaching, among educators in Chinese universities, it is hoped that more
education experts can focus on improving students' exam scores while also
focusing on cultivating their attitudes and abilities to solve practical problems, in
order to meet the needs of career development in the real world.

2. Objectives:
 Through the PBL method in in-service teacher training, promote social
interaction, collaboration and observation among learners and more
experienced individuals, this broadens the teacher's perspective and
expands the learner's ability range.
By using learning tasks based on real-life teaching situations that aims to
enhance the problem-solving and theoretical application abilities of
in-service teachers in practical teaching, design more quality PBL courses
and prepare questions for teaching, and provide students with more
appropriate and effective support.
Enhance the student-centered concept of teachers in the teaching process,
promote active participation and self-directed learning of students, and
improve the self-efficacy of learners.

3. Components:
Social interaction in learning. Vygotsky's social constructivism: Through
PBL training, in-service teachers understand and master how to group
students, learn from the sharing of more experienced people in discussions,
and construct new knowledge. Bandura's social cognitive theory: During
training, teachers can improve their teaching strategies and methods by
observing and imitating the effective PBL teaching practices of experienced
teachers, and raise awareness to guide students to improve their
problem-solving strategies and abilities through effective observation and
imitation in future teaching.
Student-centered learning. Vygotsky and Bandura both support
student-centered learning. The PBL method in in-service teacher training
enables teachers to become active participants in learning, enhancing their
teaching abilities and transforming their teaching concepts by solving
practical problems and projects. Enhance the initiative and ability of PBL
course design, and actively explore the latest information in relevant
disciplines and industries, combined with PBL teaching; After experiencing
 teacher centered and student-centered teaching models, in-service teachers
will have a deeper understanding of the transformation of teaching models.
Teacher scaffolding and role models that are observed and imitated.
Vygotsky: In PBL, trainers guide in-service teachers to gradually solve the
predetermined problems in PBL design by providing appropriate guidance
and assistance, in order to enhance their skills. Bandura: Learners can learn
effective teaching strategies and methods by imitating the problem-solving
ideas and teaching cases of trainers and other more experienced teachers.
Situational learning. Vygotsky: In PBL training, teachers obtain the latest
industry information and problems through learning, and design the
problems and problem-solving strategies needed in teaching based on their
own discipline, in order to better understand the principles of PBL courses
and carry out course design, to enhance students' problem-solving abilities
in the future. Bandura: In PBL training, teachers learn to search for real
industry information and problems, apply what they have learned in practical
teaching situations, and adjust their teaching practice abilities through trial
lectures and presented results.

4.
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Fig. 2. Conceptual Framework adapted from .

f. The rationale for the selection of the theoretical and conceptual

frameworks
Vygotsky's social constructivism and Bandura's social cognitive theory emphasize
social interaction and cooperation, teaching scaffolding and role models, observation
and imitation learning, student-centered learning, situational and practical task teaching,
and improving students' self-efficacy through problem-solving, consistent with the
principles and values of PBL. These frameworks provide comprehensive insights into
PBL teaching and learning, and are valuable in guiding PBL research and practice.
Therefore, the above theoretical and conceptual frameworks were chosen.

Conclusion
In conclusion, by integrating theoretical perspectives from the fields of psychology,
sociology, and education, a robust PBL research framework can be developed.
Vygotsky's social constructivist theory and Bandura's social cognitive theory provide
valuable insights into the cognitive and social processes involved in PBL's teaching and
learning related research, while being consistent with the goals and values of PBL
methodology. This comprehensive framework can provide information aimed at
promoting and improving the effectiveness of PBL in Chinese university curricula, as
well as identifying the support and training needed by in-service teachers in curriculum
design.
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