Course work done by

Student Pedagogical Shift
Teachers are not the unique figures that have to change their roles in education. It is students who are made to take on the new roles in learning acquisition, which completely differentiate with what they have experienced before. Rather than taking part in traditional activities in the classroom, students have to take responsibilities for their own learning, become more creative and improve their reflective and critical thinking skills (Bereiter & Scardanakua, 1989). However, according to Hoang (2014), some Vietnamese students cannot solve the driving questions effectively, keep up motivation or engage actively in the project process till the end, which is one of the major challenges that they face in implementing the PBL. Furthermore, no longer do students rely on memorizing the lessons to succeed in class, they also need to apply what they have learnt into their real-life situations. It is vital that students develop their own self –regulated and self-evaluated learning abilities so as to master PBL (Nguyen, 2017). Instead of rote learning and memorizing the knowledge, students are supplied with more challenging and complicated work, in which they are encouraged to collaborate in teams to solve the problems (Anderman & Midgley, 1998; Lumsden, 1994). Nevertheless, Vietnamese students are not well-equipped with fulfill skills of team working, which lead to some challenges when working collaboratively (Hoang, 2014).
Pedagogical implications
In order to overcome the challenges of implementing PBL at high schoolsin Vietnam, some pedagogical implications are introduced as followed:
PBL – a compulsory activity at high school in Vietnam.
First and foremost, PBL has to be made a compulsory activity for all students at high school in Vietnam. In order to achieve the goal, they will be equipped with some essential skills and the readiness to shift into the new ways to learn. When students are provided good preparation to operate projects with high determination to gain good results, they will be in attempt to fulfill their shortcomings. Furthermore, it is vital that when students implement PBL, they should be assessed as a kind of tests such as oral tests or fifteen-minute tests or even forty-five-minute tests.