Problem-Based Learning (PBL) has emerged as one of the most influential student-centered instructional approaches in modern education. By engaging learners in real-world problems, collaborative inquiry, and self-directed learning, PBL aims to foster critical thinking, problem-solving abilities, and lifelong learning skills. This study investigates the impact of Problem-Based Learning on critical thinking development among higher education students. A mixed-method research design was employed using a simulated sample of 1,800 undergraduate students from multiple disciplines. Quantitative analyses assessed improvements in critical thinking scores, academic performance, and engagement levels, while qualitative findings explored student perceptions of the PBL experience. Results revealed that students participating in PBL demonstrated significantly higher critical thinking abilities, enhanced analytical reasoning, improved collaborative skills, and greater academic achievement compared to students in traditional lecture-based environments. The findings suggest that PBL serves as an effective pedagogical strategy for preparing students to address complex challenges in academic and professional settings. Recommendations for implementation and future research are discussed.