Résumé
In order to prepare our generation Z graduate students for today's challenges and improve their
employability, we have designed a new Bachelor's degree (3 years of higher education) in Life
Sciences at the University of Montpellier, Faculty of Science (France), using problem-based
learning (PBL, Licence APP in French). The soft skills that are necessary for graduates'
adaptability and that are known to be developed through PBL were measured by direct
observation, quantification of the intensity and regularity of use of digital tools, peer
assessment, self-assessment, professional interviews, and assessment by lecturers and non-
staff contributors. More than a third of our students have chosen PBL to avoid lectures, and a
small minority (less than 5%) have subsequently returned to traditional teaching. We have not
compared our students with those from a control course: These environments are too different,
and so are the students’ populations. From a longitudinal perspective, our training improves all
the measured components of life skills (collaboration, autonomy, speaking, critical thinking,
work organisation, and creativity). The most beneficial practices with PBL are group work
activities. Our explanatory hypothesis is that the students' development is catalysed by a
framework that is both stimulating and reassuring. Their verbatims show that the components
that are problematic for generation Z are particularly improved, with a marked benefit on
interpersonal skills (listening, oral expression, debating). We discuss the transferability of this
system, and the possibility that the investment cost required for large cohorts would probably
be the main limiting factor.