Bwegyeme, Jacinta.Munene, John C.Kagaari, James.Bakunda, Geoffrey.2022-01-192022-01-192019-01Bwegyeme, J., Munene, J. C., Kagaari, J., & Bakunda, G. (2019). Problem-based learning and action learning in Ugandan universities. Journal of Science and Sustainable Development, 6(2), 7-28. https://www.ajol.info/index.php/jssd/article/view/1959642070-1748https://www.ajol.info/index.php/jssd/article/view/195964https://kyuspace.kyu.ac.ug/xmlui/handle/20.500.12504/25822p. (7-28p)The purpose of the study was to compare the action learning approach with the traditional didactic learning and establish the relationship between problem-based learning and action learning. We employed a quasi experiment where the Marquardt Action Learning model was combined with the constructivist theories of learning. The quasi experiment was composed of three groups, namely the treatment group (action learning group), the traditional group and the control group. To stimulate participant thought and reflection, a community of practice environment was created and just-in-time classes were conducted, based on the constructive theories of learning. Although the study involved various constructivist theories, the article concentrates on problem-based learning; hence, it is quiet about other constructivist theories. The results indicate significant differences between the action learning and traditional didactic learning. Furthermore, a significant relationship between problem-based learning and action learning was established. The robust strength of reflective practice and self-directed learning in the prediction of action learning is also highlighted. The findings can be utilised to design future training programmes in universities and other workplaces in order to equip workers with reflective practice and self-directed learning skills that are vital in solving workplace problems.enProblem-based learning.Action learning.Community of practice.Article