<b>Implementing a Technology-Integrated Problem-Based Learning (TIPBL) Strategy in a Higher Education Mathematics Classroom  </b><b></b>

This study examined the influence of Technology-Integrated Problem-Based Learning (TIPBL) on engagement, academic grit, mathematical mindset, and perceptions of technology among first-year Bachelor of Secondary Education major in Mathematics (BSEd-Mathematics) students at a state university in the Philippines. Using a collaborative action research design utilizing modified explanatory sequential mixed-methods approach, quantitative data were collected via validated scales (Academic Grit Scale, Mathematical Mindset Scale, and Perception of Technology in Teaching and Learning Scale), while qualitative insights were derived from post-intervention interviews. Results indicated high levels of academic grit and growth-oriented mathematical mindset, with technology perceived positively for teaching and learning. Qualitative themes highlighted collaborative learning, technology efficacy, and resilience, though concerns about over-reliance on technology and access disparities emerged. Further, the qualitative data revealed that students perceived TIPBL as engaging, collaborative, and motivating. They described increased participation, stronger perseverance, a more open mindset toward solving problems, and positive attitudes toward the integration of technology. The findings suggest TIPBL develops perseverance, mindset development, and critical thinking, but equitable implementation and balanced technology integration are essential. Recommendations include scaffolding self-regulation, addressing digital inequities, and promoting collaborative problem-solving. It is also recommended that educators incorporate TIPBL strategies in their instruction This study contributes to literature on technology-enhanced pedagogies and their psychological impacts in teacher education.