Project-based learning in computing-oriented applied mathematics: Methodology for designing effective driving questions

Abstract

The design of effective Driving Questions is widely recognised as central to Project-Based Learning (PBL), yet educators lack a systematic methodology for formulating them in discipline-specific contexts. This article presents a methodology for designing PBL Driving Questions in computing-oriented Applied Mathematics programmes. Grounded in pedagogical research, labour-market requirements, and practice-based analysis of early project formulations, the methodology identifies recurrent formulation errors and proposes a coherent set of specific and verifiable criteria for avoiding them. Each criterion is linked to intended educational outcomes and to the development of hard, soft, and self-skills. The article also introduces a structured template for constructing Driving Questions and illustrates its use through examples from authentic PBL implementation. The methodology has undergone multi-year empirical piloting and provides educators with a practical framework for designing well-structured, product-oriented, and curriculum-aligned PBL tasks.