Technology-Supported Problem-Based Learning for Teaching Social Deviance: A Literature-Informed Pedagogical Framework for Secondary Sociology

Abstract

Problem-Based Learning (PBL) is relevant to sociology because it organizes learning around complex social problems that rarely have single correct answers. This article develops a literature-informed pedagogical framework for technology-supported PBL in teaching social deviance at the secondary-school level. The synthesis draws on foundational PBL scholarship and recent studies of digital learning, student engagement, and sociology pedagogy. Four design principles are identified: use authentic but analytically bounded problems; scaffold movement from everyday judgments to sociological explanation; employ digital tools for inquiry, collaboration, evidence, and feedback rather than decoration; and assess reasoning, creativity, evidence use, and reflection throughout the learning process. A five-stage sequence is proposed: problem orientation, sociological questioning, evidence investigation, collaborative solution construction, and public explanation and reflection. The framework argues that technology-supported PBL is most educationally valuable when digital tools strengthen disciplinary reasoning while teacher facilitation protects analytical depth and responsible discussion of sensitive social issues. The findings position technology as a support for problem representation, evidence use, collaboration, and feedback rather than as an instructional outcome in itself.