In addition to the five key features of PBL, which ones you could see in the last post,  the concept is regularly characterized as interdisciplinary. 

The working-process can lead to connections between different subjects. By offering challenges on interdisciplinary subjects, young people get a chance to understand and address large scale and open-ended projects. Different approaches of PBL can lead to different results. However, we would like to underline that youth-initiated projects can be built on existing knowledge and interests.

Youth workers that seek to implement PBL in their practice can take into account the following issues:

1. Projects involve the solution of a problem; young people can both set and define the problem themselves, as well as implementing the tasks to address it. 
2. Problems involve initiative by an individual young person or a group of young people , and require a variety of educational activities.
3. Projects usually result in an end product (e.g. thesis, report, design plans, computer programme,…).
4. Work in projects regularly takes a considerable length of time.
5. The youth workers only involved in an advisory role, rather than an authoritarian role in some or in all of the project stages.

The PBL process includes initiation, analysis, conduct, synthesis, conclusion, and evaluation of the information or data collected during the project. Probably learners need help, guidance, and scaffolding which can include student-teacher interactions, practice worksheets, peer, counseling, supporting questions, job aides, project templates, etc. Most projects include groups or teams, especially when resources are limited. But cooperative learning may also employ some rounds of peer reviews or group brainstorming sessions.

More information, as well as top tips for youth workers will be available in pedagogical resources that will be published here later in 2020.