SMART CLASSROOM TEACHING–LEARNING: A COMPARATIVE QUALITATIVE INQUIRY FROM STUDENTS’ PERSPECTIVE IN DISTRICT JHELUM

Abstract

This qualitative study investigates the effectiveness of smart classroom teaching and learning from students’ perspectives in both public and private secondary schools in district Jhelum. A total of eight schools, four public and four private, were purposively selected for data collection. The study utilized 16 focus group discussions involving 40 students, along with 32 classroom observations to examine real classroom practices closely. Data analysis followed Neuman’s (2014) qualitative analytical framework, incorporating open coding, axial coding, and thematic development. The results reveal a notable contrast between the two types of schools: private schools have better infrastructure and more frequent use of smart classroom tools for interactive learning, while public schools experience constraints such as limited facilities and insufficient teacher training. The study concludes that teacher competency, strong institutional support, and well-established technological infrastructure are essential for the successful implementation of smart classrooms. This study further emphasizes the need to minimize the digital divide between public and private schools to ensure equal learning opportunities. It provides practical recommendations for enhancing teacher digital competency and maintaining functional smart classroom infrastructure. This research paper is based on the researcher’s MPhil thesis submitted at Minhaj University Lahore