The study explained in this chapter introduced the Jigsaw-PBL teaching method to students and measured their perceptions, satisfactions, and motivations through a survey. The study found that the Jigsaw-PBL approach is effective in teaching IS-AD, leading to more efficient syllabus coverage, improved students engagement, interaction, and mastery. Students perceive the Jigsaw-PBL method as appropriate for fostering teamwork and promoting peer-to-peer learning. However, challenges such as differences in class schedules, concerns about the time required for the Jigsaw-PBL approach, and a preference for traditional teacher-centred learning are reported. The study emphasizes that the Jigsaw-PBL approach promotes active learning, critical thinking, communication, teamwork, and problem-solving skills, making it a powerful learning and teaching pedagogical approach for students to develop technical knowledge and critical soft skills. This study provides valuable insights into the potential of the Jigsaw-PBL approach in low-income countries and its role in enhancing students' employability.
TopIntroduction
To effectively tackle complex and unpredictable challenges in the workplace and in business, it is essential to possess problem solving and critical and creative thinking skills (Butterworth & Thwaites, 2013; Holyoak & Morrison, 2012; McEwen, 1994). These skills are also critical for fostering innovation and entrepreneurship, which are vital components of the 4th industrial revolution (4IR). The 4IR is characterized by rapid technological advancements and a constantly evolving business landscape, which demand innovative solutions and adaptive thinking. Using these skills, people can approach problems confidently and creatively, leading to successful projects and initiatives (Butterworth & Thwaites, 2013; Peter, 2012; Snyder & Snyder, 2008). The report by World Economic Forum (2020) identifies complex problem solving, critical thinking, creativity, and people management as some of the top skills that will be in high demand by 2025. The report suggests that the 4IR is transforming the job market and that there will be an increasing need for ICT skills in particular. To succeed in the current and future job market, workers must be able to effectively solve complex problems, think critically, be creative, and manage people. Moreover, numerous other works, such as those authored by Geisinger (2016) and Rotherham & Willingham (2010), detail the crucial competencies and expertise that are necessary for individuals, particularly students, to succeed in the contemporary world. These skills encompass critical thinking, effective communication, collaboration, problem solving, and proficiency in information and communication technologies (ICT).
In some low-income countries (LICs), graduates of universities often lack the essential problem-solving, critical thinking, and creative thinking abilities that are required to succeed in the 4IR, partly because of outdated and teacher-centred curricula (Nauman, 2017; Taleb & Chadwick, 2016). The teacher-centred approach involves teachers as the primary source of information and students passively receive it, a traditional educational technique that has been criticised for its didactic nature and inability to meet the varied learning needs and styles of students (Brown, 2003). In both Dahms & Stentoft (2008a; 2008b) works, the authors discuss the limitations of traditional teaching and learning approaches in Africa. They argue that education systems in many African countries have inherited European models that prioritise knowledge acquisition over the development of practical skills and may not adequately prepare students for the workforce. Traditional teaching methods in some African countries often rely on rote memorization and lecture-based instruction, which may not be the most effective way to develop problem solving skills and critical thinking abilities. The authors suggest that problem-based learning may offer a more effective alternative for developing these skills and competencies, which are increasingly important in today’s economy.
Generally, a traditional teacher-centred approach is not suitable for LICs as it does not develop the necessary for students to succeed in the job market. As a result, this lack of skills becomes a burden to the LICs’ struggling economies, which already face challenges in creating employment opportunities. Further, the soft skills deficiency is a significant issue that may impede their competitiveness in a job market, which prioritises adaptability, innovation and ability to address real-world issues effectively. In comparison, student-centred approaches are more engaging and effective in promoting critical thinking and problem solving skills (Asad et al., 2015; Masek & Yamin, 2011; Tayyeb, 2013). To put student-centered approaches into context, the next section provides a brief introduction of two popular student-centered approaches: the Jigsaw model of cooperative learning and problem-based learning (PBL). The section also highlights some works that have adopted a combination of both approaches.