Exploring Project Based Learning: Experiences from Kathmandu Metropolitan Schools

Abstract

Project-Based Learning (PBL) is a student-centered and inquiry-based approach to teaching and learning that provides opportunities for students to work together, investigate meaningful questions and problems, apply knowledge to real world situations and construct understanding through practical experiences. In Nepal, growing emphasis on student-centered, experiential and competency-based education has created an increasing interest in PBL. Though, limited contextual study has examined how teachers experience and interpret the implementation of PBL on their everyday classroom practices, particularly in relation to student’s participant, motivation and engagement. Thus, this study explored teachers lived experiences of implementing PBL in secondary level classrooms in selected Kathmandu Metropolitan schools. The study employed a qualitative methodology within an interpretivist paradigm and used hermeneutic phenomenological approach to examine teachers lived experiences of implementing of PBL. Six teachers from selected institutional schools in Kathmandu Metropolitan City participated in the study through purposive selection based on their experience of implementing PBL. Information was generated primarily through semi-structured in-depth interviews and were analyzed thematically through an inductive process informed by hermeneutic phenomenological interpretation. Experiential Leaning theory (ELT) provided the theoretical lens for interpreting teachers experiences in relating to experience, reflection, understanding and application. The findings indicated that teachers experienced PBL as a purposeful, authentic, collaborative and contextually situated approach to teaching and learning. Teachers emphasized the importance of aligning projects with curriculum and learning, outcomes, considering students understanding and readiness, facilitating participation, providing scaffolding, balancing student autonomy with appropriate guidance and responding to diverse learning needs. Teachers also perceived that meaningful projects, real-world connections, collaboration, students’ choice and active participation created opportunities for students’ interest, motivation and engagement. At the same time teachers’ experiences were shaped by professional confidence, collaboration with colleagues, institutional support, available resources, curriculum demands and local cultural contexts. Teachers described adapting their PBL practices according to students’ needs and classroom situations rather than following a single fixed approach. The study concludes that the meaning of PBL implementation in the selected Kathmandu Metropolitan school is closely connected with the teachers’ ongoing experiences of planning, facilitating, adapting, reflecting and learning from classroom practice. Through the lens of ELT, PBL can be understood as an experiential and context-responsive pedagogical practice that creates opportunities for meaningful participation, motivation and engagement while also requiring appropriate teacher preparation, collaboration, institutional support and contextual adaptation. The results provide context specific insights for teachers, school leaders, educators, curriculum developers and educational policymakers interested in strengthening PBL practices in Nepalese school education.