Institutional development · Student experience, equity and outcomes · Netherlands
Maastricht University's EDLAB booklet recasts student guidance through Problem-Based Learning
Maastricht University's EDLAB has issued a booklet encouraging staff to see their guidance of students as part of the learning process, drawing on the university's educational principles.
Why it matters: Maastricht University staff who guide students are encouraged to reconsider their day-to-day guidance work in light of the university's teaching principles.
On 19 October 2026 Maastricht University announced a new EDLAB booklet, Student Guidance as a form of learning, intended for colleagues involved in guiding students.
The university said the booklet explores applying the four core ideas of Problem-Based Learning (PBL), namely learning that is constructive, contextual, collaborative and self-directed, to the guidance of students.
It also uses the idea of Constructive Alignment, prompting staff to reflect on the intended learning goals of guidance, ways of supporting them and ways of acknowledging student progress.
According to the university, the booklet avoids setting a single method and instead provides worked examples, ideas and prompts for reflection.
Editor’s view
Rachel Smith, Students and International Editor
Staff guiding students at Maastricht University can use the booklet to connect their guidance with PBL; those who do will be prompted to set learning goals for guidance and decide how student progress is acknowledged.
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