Student Reflections on Problem-Based Learning and Structured Workflows in an IT Project Management Course in Botswana

This study reports a qualitative, design-based case of a problem-based learning module that integrated structured project management workflows (roles, staged deliverables, meetings, decision logs) in an undergraduate IT Project Management course. Data comprised 23 student reflection reports and selected artefacts, analysed using thematic analysis. Students reported that structured workflows made expectations visible, supported communication, coordination, planning, and risk awareness, and helped them rehearse workplace behaviours and professional identity. They also highlighted constraints, including uneven participation, time pressure, and digital infrastructure issues. We propose context-sensitive design principles for implementing workflow-rich PBL in Global South computing programmes to strengthen employability-oriented learning outcomes and outline priorities for iterative design and evaluation.