Artiklen belyser med Aalborg Universitet som case, hvordan den specielle danske variant af problembaseret læring (PBL) har ændret sig fra 1970’erne og frem til i dag. Som alternativ til undervisnings- og indlæringsformen på de ’traditionelle’ universiteter handler PBL i Danmark om problemorientet projektarbejde, hvor de studerende gennem et helt semester arbejder med et selvvalgt problem. Denne PBL-Diskurs rummer dog allerede fra starten udfordringer ift. hvad et problem er, og hvad kriterierne personlig og samfundsmæssig relevans indebærer. Artiklen peger på, at de ikke efterfølgende bliver afklaret eller løst. Tværtimod sker der en udvanding af, hvad et probem er, og en indsnævring af, hvad relevanskriterierne indebærer, så PBL-Diskursen i dag i højere grad drejer sig om målfokuseret indlæring end om problembaseret læring. ENGLISH ABSTRACT Different conceptions of problem orientation – challenges in project pedagogyWith Aalborg University as a case, the article sheds light on how the special Danish variant of problem-based learning (PBL) has changed from the 1970s until today. As an alternative to the form of teaching and learning at the ‘traditional’ universities, PBL in Denmark is about problem-oriented project work, where the students work on a self-chosen problem for an entire semester. However, this problem-oriented project work discourse is already from the outset a challenge in terms of defining what a problem is, and what the relevance criteria entail. This article argues that these challenges have not subsequently been neither clarified nor resolved. On the contrary, what a problem is has been diluted, and what personal and societal relevance entails has been narrowed. Consequently, today the problem-oriented project work discourse is more about goal-oriented learning than problem-based learning.