Abstract
Introduction: Problem-Based Learning (PBL) has established itself as a relevant teaching methodology in secondary school geography education, promoting critical thinking, inquiry, and active student participation. Its application responds to the need to move beyond traditional teaching approaches and promote meaningful learning processes linked to social and environmental issues in the contemporary context. Development: In secondary education, PBL enables the construction of contextualized learning situations that integrate diverse cultural, social, and environmental dimensions. Through collaborative problem solving, students strengthen their understanding of geographical content and develop skills for territorial analysis and informed decision-making. This methodology recognizes and values students' prior experiences, promoting inclusion and educational equity, regardless of their sociocultural contexts or abilities. Likewise, teamwork promotes respect for diversity, effective communication, and the collective construction of solutions to challenges such as the unequal distribution of natural resources or sustainable land management. Conclusions: The implementation of Problem-Based Learning in the teaching of Geography contributes not only to the strengthening of academic learning but also to the development of civic competencies oriented toward social and environmental responsibility. From an inclusive perspective, PBL is a pedagogical strategy that prepares students to actively participate in the construction of more just, supportive, and sustainable societies.
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