Following the new defense educational strategy at the Norwegian Defense University College (NDUC), one of the measures has been to implement Problem Based Learning (PBL), lay the grounds for more student activity and flipped-classroom. Not many papers over the year have looked at the introduction of PBL in higher military education in general or in more specifically in the subject of military leadership. By rebuilding the pedagogical strategies and introduce PBL in the Military leadership (ML) course, the results have been remarkable.

This follows last year's paper about the plans to implement flipped classrooms and PBL across NDUC programs and courses.  It gives an overview of how a flipped classroom concept combined with PBL has transformed the military leadership course and discusses the differences between the course conducted in December last year and courses conducted prior to 2019. The shift from a conservative lecture-based course to a more student active and problem-solving approach is highlighted and discussed. Based on pre- and post surveys, grade results and student feedback, both pros and cons are discussed and compared with previous results from the ML courses. The remarkable good results in student performance and other findings are analyzed and compared with exciting research and knowledge within the field of PBL and flipped classrooms. 

In conclusion, a summary of all findings and how these will influence the continuing transformation of courses and programs at NDUC is given.