The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes relevant, interesting, and challenging peer-reviewed articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms. ISSN 1541-5015.

Special Issue of the Interdisciplinary Journal of Problem-based Learning: Designing for Equity within Problem-Based and Project-Based Learning


It is our hope that this special issue of the IJPBL creates an opportunity for collecting and sharing some of the effective and innovative ideas related to the design and implementation of PBL for equity and social justice. We look forward to helping disseminate collected ideas to other educators so that more students might benefit from improved practices.

Vol. 17 No. 1 (2023)

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Krista Glazewski, Indiana University
Xun Ge, The University of Oklahoma 
Woei Hung, The University of North Dakota

Associate Editors

Susan Bridges, The University of Hong Kong
Stefanie Chye, National Institute of Education 

Interim Associate Editors

Victor Law, The Unversity of New Mexico
Kun Huang, The University of Kentucky
Nada Debbaugh, George Mason University
Heather Leary, Brighman Young University
Nachamma Sockalingam, Singapore University of Technology and Design

Editorial Assistant

Ceyhun Muftuoglu, The University of Oklahoma