Problem-based learning (PBL) is an instructional approach that has been successfully used for over 30 years and is gaining acceptance in various disciplines. It is a learner-centered approach that empowers students to conduct research, integrate theory and practice, and apply knowledge and skills to develop solutions to defined problems. This overview discusses the history, similarities and differences between PBL and other experiential approaches, and the challenges ahead for PBL. PBL originated from innovative health sciences curricula introduced in North America over 30 years ago. Medical education, with its traditional lecture-based approach, was becoming ineffective due to the rapid changes in medical knowledge and technology. The McMaster University introduced the tutorial process, which became central to their philosophy of student-centered, multidisciplinary education. PBL was later adopted in other medical schools and became an accepted instructional approach in North America and Europe. Research has shown that PBL is as effective as traditional approaches in terms of knowledge tests and clinical problem-solving skills. However, there is a lack of well-designed studies on the long-term effectiveness of PBL. Despite this, PBL has expanded into elementary schools, middle schools, high schools, universities, and professional schools. PBL is characterized by the selection of ill-structured problems, tutor guidance, and a thorough debriefing. It emphasizes self-directed learning, collaboration, and the application of knowledge to real-world problems. PBL is used in various domains, including medical education, MBA programs, higher education, chemical engineering, economics, architecture, and pre-service teacher education. PBL is often confused with other experiential approaches such as case-based learning, project-based learning, and inquiry-based learning. These approaches share similarities but differ in their focus and implementation. PBL is distinct in its emphasis on problem-solving, self-directed learning, and collaboration. Despite its benefits, PBL faces challenges in adoption, particularly in public education due to constraints such as state-mandated curricula and high-stakes testing. However, there are efforts to integrate PBL into undergraduate education, as it aligns with the skills needed for the 21st century, including higher-order thinking, self-regulated learning, and problem-solving. PBL is seen as a valuable approach for preparing students to engage in constructive solution-seeking activities.Problem-based learning (PBL) is an instructional approach that has been successfully used for over 30 years and is gaining acceptance in various disciplines. It is a learner-centered approach that empowers students to conduct research, integrate theory and practice, and apply knowledge and skills to develop solutions to defined problems. This overview discusses the history, similarities and differences between PBL and other experiential approaches, and the challenges ahead for PBL. PBL originated from innovative health sciences curricula introduced in North America over 30 years ago. Medical education, with its traditional lecture-based approach, was becoming ineffective due to the rapid changes in medical knowledge and technology. The McMaster University introduced the tutorial process, which became central to their philosophy of student-centered, multidisciplinary education. PBL was later adopted in other medical schools and became an accepted instructional approach in North America and Europe. Research has shown that PBL is as effective as traditional approaches in terms of knowledge tests and clinical problem-solving skills. However, there is a lack of well-designed studies on the long-term effectiveness of PBL. Despite this, PBL has expanded into elementary schools, middle schools, high schools, universities, and professional schools. PBL is characterized by the selection of ill-structured problems, tutor guidance, and a thorough debriefing. It emphasizes self-directed learning, collaboration, and the application of knowledge to real-world problems. PBL is used in various domains, including medical education, MBA programs, higher education, chemical engineering, economics, architecture, and pre-service teacher education. PBL is often confused with other experiential approaches such as case-based learning, project-based learning, and inquiry-based learning. These approaches share similarities but differ in their focus and implementation. PBL is distinct in its emphasis on problem-solving, self-directed learning, and collaboration. Despite its benefits, PBL faces challenges in adoption, particularly in public education due to constraints such as state-mandated curricula and high-stakes testing. However, there are efforts to integrate PBL into undergraduate education, as it aligns with the skills needed for the 21st century, including higher-order thinking, self-regulated learning, and problem-solving. PBL is seen as a valuable approach for preparing students to engage in constructive solution-seeking activities.