EXPLORING TEACHERS’ PERCEPTIONS AND PRACTICES OF PROJECT-BASED LEARNING IN SECONDARY SCIENCE EDUCATION IN SKARDU, PAKISTAN

Abstract

This exploratory study examines teachers’ perceptions and practices of project-based learning (PBL) in secondary science education in Skardu, Pakistan, a resource-constrained rural region. Despite global evidence supporting the effectiveness of PBL in fostering scientific inquiry and student engagement, its implementation in remote contexts remains underexplored. This study addresses this gap by examining how teachers in Skardu perceive and apply the project method in science classrooms. Adopting a qualitative approach, data were collected through semi-structured interviews with 15 secondary school science teachers and classroom observations conducted over a three-month period in 2024. Thematic analysis revealed that teachers recognize PBL’s potential to enhance student learning but face significant barriers, including inadequate facilities and limited training. To overcome these challenges, teachers creatively utilize low-cost or no-cost materials, such as household items, to design science projects. Findings highlight the resourcefulness of Skardu’s teachers and the contextual factors that distinguish their practices from those in urban settings, such as Lahore or Karachi. The study contributes to educational development by offering insights into the adaptation of PBL in resource-scarce environments, with implications for teacher training and policy support to enhance science education in rural regions.