Navigating project-based learning: Challenges encountered and strategies employed by teachers

Abstract

Project-Based Learning (PBL) is an instructional approach that engages students in meaningful learning experiences through the completion of authentic projects. This approach offers numerous educational advantages, including the development of critical thinking, collaboration, creativity, and problem-solving skills. However, the successful implementation of PBL is often accompanied by various challenges that teachers must address during the teaching and learning process. To overcome these obstacles, educators are required to employ appropriate strategies that support effective project implementation and student engagement. This study was carried out at Pelangi School Bali, an international school located in Gianyar, Bali. The research focused on first- and second-grade classrooms to explore the challenges encountered by teachers during the implementation of Project-Based Learning and the strategies they employed to address those challenges. Data were collected through classroom observations using an observation checklist designed to document instructional practices, challenges, and teacher responses during PBL activities. To enrich and validate the observational findings, semi-structured interviews were conducted with two teachers from each grade level. The combination of these data collection methods provided a comprehensive understanding of teachers’ experiences in implementing Project-Based Learning in the selected classrooms.