This paper conducts a theoretical exploration of the inquiry-problem in problem-oriented pedagogies. Specifically, the article draws on a critical reflection of the addition of a global and internationalisation dimension to the problem-oriented project learning (PPL) pedagogic model at Roskilde University in Denmark. While the tradition of PPL has always promised a world-oriented and transformative alternative to traditional higher education, the article argues that this new global dimension presents an opportunity to renew the transformative potential of PPL. In particular, it argues that it can facilitate new ways of conceptualising the inquiry-problem in relation to the pedagogic idea of exemplary problems. Furthermore, problem-oriented approaches can generally be articulated with a more values-based conception of internationalisation and global justice, in order to enhance the transformative potential of these pedagogies. The article proposes that this enhanced conceptualization of world-orientation is an appropriate answer to the call for pedagogic responses to the existential threat posed by the climate crisis.