The student learning process using real-life contextualization and soft skills are the factors that every student should acquire after completing a Software Engineering course. Problem-based learning (PBL) that promotes learning by doing is used to be implemented in the Software Engineering course in order to solve these issues. A study is conducted with the intention to investigate the introduction of implementing PBL in the Software Engineering course at the Faculty of Computer Science and Engineering, University of Jeddah. Thus, this paper aims to report the findings of introducing PBL to stimulate students' learning and skills. The PBL was implemented in the Software Engineering course as an ongoing teaching method for Fall Semester 2019/2020, and after completing this course, a set of the questionnaire is distributed to all students to get their perceptions of using PBL. The results indicated that PBL stimulates the students' learning by allowing them to be responsible for their learning, become self-directed learners and given the students the ability to be responsible for their own learning in a simulated environment, working with fellow students to achieve an outcome. These results are comparable with previous works on PBL in the Software Engineering course, and PBL has been emphasized as a new teaching paradigm in an ongoing review of software engineering undergraduate program by IEEE/ACM. Therefore, the result of this study is significant as it highlights the positive conclusion of PBL, and this led to the theoretical of Software Engineering education in reducing the gap between theory and practice in curriculum development. © 2020 The Authors.
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