The globalization of education has increased large-scale education reforms worldwide. Over the past 15 years, Gulf Cooperation Council Countries (GCC) have invested significant resources in reforming their education systems. This has led to extensive borrowing of pedagogical approaches to initiate and implement educational change. This article evokes several cultural learning scripts to identify the challenges that arise when pedagogical approaches are adopted and implemented. Specifically, problem-based learning (PBL) is examined against the backdrop of these cultural scripts to examine the cultural complexities of PBL in a GCC context. Discussion is provided that addresses several fundamental concerns that should be considered in order to reduce the cultural challenges and improve the implementation of PBL in GCC contexts. trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.

中文翻译：

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将基于问题的学习传送到海湾合作委员会国家 (GCC)：使用文化脚本分析文化复杂性

教育全球化推动了世界范围内大规模的教育改革。在过去的 15 年中，海湾合作委员会国家 (GCC) 投入了大量资源来改革其教育体系。这导致广泛借鉴教学方法来启动和实施教育变革。本文唤起了几个文化学习脚本，以确定采用和实施教学方法时出现的挑战。具体来说，基于问题的学习 (PBL) 在这些文化脚本的背景下进行检查，以检查 PBL 在 GCC 环境中的文化复杂性。提供的讨论解决了应考虑的几个基本问​​题，以减少文化挑战并改善 PBL 在 GCC 环境中的实施。协作工具的趋势，同时还描述了数字素养的机遇和挑战。最后，教师们针对 PBL 带来的结构不合理的问题描述了评估的战略方法。讨论了对实践和理论的影响。