Studying Problem-Solving in Diverse Contexts: From Well-Defined Problem Solving to Real-World Problem Solving

Dear Colleagues,

This Special Issue explores how education can empower learners to develop problem-solving skills across a range of tasks, from well-defined to open-ended problems. This concept is referred to as Real-World Problem-Solving (RWPS). It is necessary to recognize the diverse range of problems learners face to prepare them for the different contexts in which problem-solving competency is engaged across different tasks and domains.

We are seeking contributions that explore the cultivation of diverse problem-solving approaches across various disciplines and educational levels. Potential topics include creative and collaborative approaches, problem-solving for sustainability and the SDGs, computational thinking and algorithmic strategies, and the integration of human–AI collaboration to tackle different types of tasks.

We are particularly interested in studies that explore the pedagogical, curricular, and technological innovations that support learners in navigating both structured tasks and ill-structured, ambiguous problems. Research that considers how problem-solving can cultivate learner agency, interdisciplinarity, and social responsibility in the context of RWPS is also welcome.

This Special Issue aims to bring together diverse perspectives to advance theory, research, and practice in empowering learners as capable, adaptive problem-solvers in an increasingly complex world.

Suggested themes include (but are not limited to)

• Creative problem-solving in different curriculum areas.
• Collaborative and complex problem-solving approaches.
• Problem-solving and the Sustainable Development Goals (SDGs).
• Computational approaches and algorithmic thinking in relation to problem-solving.
• Learning analytics for problem-solving activities.
• Modelling problem-solving.
• Human–AI collaboration in educational problem-solving tasks.
• Pedagogies for fostering learner agency through problem-solving.
• Assessment methods for diverse problem-solving tasks.
• Technology-enhanced learning for problem-solving.
• Interdisciplinary approaches to problem-solving education.
• Real-World Problem-Solving (RWPS) in formal and informal learning contexts.

Prof. Dr. Margarida Romero
Guest Editor
1. Faculty of Education Sciences, Universitat Internacional de Catalunya (UIC), Barcelona, Spain
2. Laboratoire d'Innovation et Numérique pour l'Education (LINE), Université Côte d'Azur, Nice, France
https://orcid.org/0000-0003-3356-8121

Mr. Alex Urmeneta
Guest Editor Assistant
Laboratoire d'Innovation et Numérique pour l'Education (LINE), Université Côte d'Azur, Nice, France
https://orcid.org/0009-0005-4330-1959 

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• problem-solving diversity
• creative problem solving
• collaborative problem solving
• complex problem solving
• Sustainable Development Goals (SDGs)
• computational thinking
• human–AI collaboration
• curriculum innovation
• interdisciplinary learning
• 21st century competencies