Liberal democracies are currently confronting a populist wave that challenges technocratic elites, politicises the bureaucracy, and hinders evidence-based policymaking. In this context, the teaching of Public Administration (PA) becomes simultaneously more relevant and more vulnerable. Recent studies indicate that populist governments seek to capture mid-level layers of the state apparatus, thereby weakening bureaucratic professionalism and technical autonomy. At the same time, decision cycles accelerated by digital governance demand public managers capable of acting almost in real time, equipped with expertise in big data, data analytics, data literacy, and algorithmic ethics. Faced with the dual challenge of institutional erosion and decision-making immediacy, this paper investigates how academic and professional PA programmes do—or do not—respond to the pressure to train resilient, technically proficient, and socially legitimate cadres. The central research question is as follows: to what extent do programmes designed especially for public-sector leaders embed problem- or challenge-based learning, public data laboratories, and “triple-helix” partnerships, and, where such features exist, do they strengthen future administrators’ capacity to resist populist capture and uphold a culture of evidence and accountability? The study adopts an exploratory, qualitatively driven, comparative case-study design that triangulates three techniques: 1. Document analysis of degree plans, evaluation/accreditation reports, and course descriptors; 2. Semi-structured interviews (next phase) with faculty, public decision makers, and students to capture perceptions of public-service values, academic autonomy, and digital competencies; 3. Process tracing of political debates and policy interventions regarding PA education and training, coded thematically. 4. Data will be triangulated through inductive and deductive coding in NVivo, with reliability enhanced by external auditing of codes and analytic memos. Case selection follows a logic of contrast, comparing mature democracies with varying degrees of democratic backsliding and administrative reform trajectories. The study expects to assess whether programmes that adopt Problem- and Challenge-Based Learning: - provide a better fit with contemporary governance challenges. - preserve the values of neutrality and merit in the face of politicisation. - accelerate the development of predictive-analytics skills and reputational-risk management. Findings will offer a reference framework for (re)designing PA curricula that reconcile scientific rigour, practical relevance, and the defence of representative institutions, ultimately contributing to more agile, transparent, and inclusive governance amid digital transformation and populist pressure.

Liberal democracies are currently confronting a populist wave that challenges technocratic elites, politicises the bureaucracy, and hinders evidence-based policymaking. In this context, the teaching of Public Administration (PA) becomes simultaneously mor

public administration education,populism,challenge-based learning,data literacy,ethics,accreditation,civil service

• Educational Sciences - Social Sciences
• Sociology - Social Sciences
• Political Science - Social Sciences