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I’ve used both problem‑based and solution‑focused approaches in my teaching by designing lessons where learners first identify a real‑world problem, then guide them to generate and implement their own solutions.
In the problem‑based phase, learners engage in inquiry, research and collaborative discussion, which often sparks curiosity and deeper engagement but can also create some frustration when they struggle to find answers.
In the solution‑focused phase, I shift the emphasis to practical outcomes, encouraging learners to prototype and reflect on what works. This tends to boost confidence and motivation, as they see tangible results from their efforts.
Overall, learners respond positively to the blend, appreciating the chance to explore problems authentically and then focus on actionable solutions, which enhances both their critical thinking and self‑efficacy.