This study presents a teaching/learning framework based on drawing out parallels between Problem-Based Learning (PBL), constructivist pedagogy, and design to enable technical courses to be learned in a more self-directed way by students. The study is based on qualitative content analysis of the literature surveyed from scientific databases, which was used to determine thematic codes and find the relations. Lessons learned from implementing the theoretical framework in a case study that was conducted based on the prepared framework. The case study was conducted in the first-year course in building construction technology at Tishk International University/Sulaimani, Iraq, and several teaching strategies were applied based on the offered framework. The results indicate that dealing withengaging in solving ill-defined problems makescauses students to enjoy learning more subjects through experiencing a variety of teaching methods, including self-directed learning. The instructors’ role is that of a facilitator rather than a knowledge provider and showsshowing them the solutions. This stimulates students’ inner curiosity towards understanding the problems and approaching solutions via a game-based scheme. The offered framework can be a potential source for guiding instructors to teach technical courses inof any kind.