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-, project-, inquiry-, or case-based learning in K–12 and post-secondary classrooms or workplaces. 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. 2 (2023): Special issue: Research Methodologies for Studying PBL

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Xun Ge, The University of North Texas
Krista Glazewski, North Carolina State University
Woei Hung, The University of North Dakota

Associate Editor

Stefanie Chye, National Institute of Education 

Editorial Assistant
Kimberly Farnsworth, North Carolina State University

Editorial Board
Hengtao Tang, University of South Carolina
Lisette Wijnia, Open University of the Netherlands (or Open Universiteit Nederland)
Nada Dabbagh, George Mason University
Zilong Pan, Lehigh University
Ai-Chu Elisha Ding, University of Georgia
Heather Leary, Brigham Young University
Nachamma Sockalingam, Singapore University of Technology and Design
Mahnaz Moallem, Towson University Maryland
Michael M. Grant, University of South Carolina
Sofie Loyens, Utrecht University, University College Roosevelt
Kun Huang, University of Kentucky
Suha Tamim, University of South Carolina
Yingxiao Qian, University of South Carolina
Liz Bergeron, New Tech Network
Hui-Chen Durley, Oklahoma City Public Schools
Saadeddine Shehab, UIUC/Siebel Center for Design
Victor Law, University of New Mexico
Michelle Sullivan, Wellesley College
Jiyoon Jung, Valdosta State University
Nancy Holincheck, George Mason University
Andrew Walker, Utah State University
Wenting Weng, Johns Hopkins University