One way to describe learning is as information processing; acquiring knowledge and structuring that knowledge.  Knowledge provides us with information we use to interpret our world (declarative knowledge), and how to perform different tasks (procedural knowledge).  It might seem as though knowing facts would allow one to act on them.  But, that simply isn't the case.  We are constantly adjusting and restructuring information.  This is the act of problem-solving where we attempt to fit new ideas (declarative knowledge) and ways of acting (procedural knowledge) into our current habits (both declarative and procedural) (Merriam & Baumgartner, 2020).  As we learned from the Theory of Planned Behavior, problem-solving, or acting on declarative knowledge, must be initiated by intention.  When it comes to changing behaviors, you can guarantee there will be plenty of opportunities for problem-solving.  This is especially true for adults because their knowledge, both declarative and procedural (i.e. their habits) are engrained through past experience. 

Problem-solving strategies will be different depending on the individual's stage of change.  In a classroom setting, you are likely to have people in varying stages of change and experience.  This speaks to the importance of the steps in instructional design as this is your opportunity to help people solve problems (Davis & Arend, 2013).