50th Annual Conference in September 2022 872 Ruth Wood and Manish Malik A landscape review of the literature focussing upon the use of technology to support Problem, Case and Project based learning in Higher Education STEM disciplines. - 10.5821/confer- ence-9788412322262.1164 doi:10.5821/conference-9788412322262.1164 A LANDSCAPE REVIEW OF THE LITERATURE FOCUSING UPON THE USE OF TECHNOLOGY TO SUPPORT PROBLEM, CASE AND PROJECT BASED LEARNING IN HIGHER EDUCATION STEM DISCIPLINES. R. Wood 1 Kingston University, London, U.K. M. Malik University of Portsmouth, Portsmouth, U.K. Conference Key Areas: Engineering Skills, Digitalisation & Hybrid models Keywords: Systematic review; constructivist; problem-based learning; STEM; technology enhanced learning. ABSTRACT A systematic approach was undertaken to locate and analyse empirical research examining the use of technology to support constructivist approaches to learning. In particular, this paper focuses upon Problem, Project and Case Based Learning and consults publications which have employed technology in Science, Technology, Engineering and Mathematics within on campus higher education settings. Four databases were searched and after applying relevant inclusion and exclusion criteria, 56 publications published during 2007–2021 were included in this review. In addition to systematically documenting the landscape of literature associated with this area of research, this paper offers an analysis of the contributions of the research in understanding the way in which technology affects efficiency, team effectiveness and inclusivity as part of the learning process. 1 INTRODUCTION 1.1 Problem, Project and Case based constructivist approaches in STEM The disciplines of science, technology, engineering and mathematics are collectively and more commonly referred to as STEM. Constructivist approaches such as Problem, Project and Case based learning are often employed within these disciplines and involve students working collaboratively to resolve complex, authentic and real-world problems (Hmelo-Silver, 2004; Graham, 2010; Hanney & Savin- Baden, 2013; Harmer & Stokes, 2014; Kennedy & Odell, 2014). Autonomy in learning, team work, and an active approach to sharing knowledge and understanding as part of a problem-solving process are integrated across the STEM disciplines. The tutor undertakes the role of facilitator to support students when 1 Corresponding Author, R. Wood, R.H.Wood@kingston.ac.uk