From theory to practice: Enhancing career counselling theory understanding through problem-based learning

Abstract

Despite the increasing emphasis on theory-practice integration in counselling education, empirical research on the effectiveness of problem-based learning (PBL) in teaching counselling theories remains limited. This study investigated the effectiveness of PBL in enhancing undergraduate counselling students' understanding of the Learning Theory of Career Counselling (LTCC) within an application-orientated career counselling course conducted prior to practicum and internship. A mixed-methods exploratory quasi-experimental, one-group pre-test-post-test design was employed with 29 third-year counselling students at a public university in Malaysia. The PBL intervention engaged students in an authentic career counselling scenario that required them to apply the seven LTCC stages. Quantitative data were collected using a pre- and post-intervention LTCC quiz, while qualitative data were obtained through a sticky note reflection activity. Results from the paired-samples t-test indicated a statistically significant improvement in LTCC knowledge following the intervention, t(28) = -3.65, p = .001, with a medium-to-large effect size (d = 0.68). Stage-specific analysis showed the greatest improvement in the Re-evaluate/Recycle stage, suggesting enhanced understanding of LTCC's iterative nature. Qualitative findings supported these results, highlighting themes of learning orientation, exploration, and experiential understanding. Overall, PBL appeared to be a promising pedagogical approach for facilitating theory-practice integration in counselling education.