Problem-Based Learning (PBL) has been used in many universities and in different fields of knowledge. It has been shown to be highly effective in the acquisition of key competences such as critical thinking, problem solving and self-learning. It has also been postulated as a key tool for applying theoretical knowledge to practice and for linking concepts. However, for many teachers the adaptation of the classroom to this methodology is a barrier that has limited its full implementation. This paper presents the opinions of several teachers who have implemented the PBL methodology in different Bachelor's and Master's courses at the University of La Laguna. The implementation of this methodology requires a change of philosophy on the part of the teacher, who must act as a guide in the learning process, giving the leading role to the student, who becomes the centre of the process. The implementation of this methodology requires a different approach depending on the type of activity carried out: laboratory practical, monographic work or classroom exercises. In the first case, for the teacher, it requires an exercise to change the model of practice, which usually has a pre-established and closed procedure. In the case of classroom exercises, it requires the teacher to carry out a previous study in search of activities that allow the PBL methodology to be applied to the students' level of knowledge. On the other hand, the maturity level of the students plays a key role in the PBL methodology, as their involvement and motivation are essential for a proper implementation.

Keywords: Problem-based learning, motivation, students, self-learning.