EXPLORING THE BARRIERS OF EXPERIENTIAL LEARNING STRATEGIES IN TEACHING BIOLOGY TO HIGHER SECONDARY STUDENTS IN PAKISTAN

Abstract

The qualitative research study identifies the impediments toward experiential learning strategies for biology education in higher secondary education in Pakistan. The study evaluates the views of teachers, students, and education experts on institutional, pedagogical, cultural, and socio-economic barriers and hindrances condemning student-centered hands-on learning based on Kolb's Experiential Learning Theory. Data was collected through semi-structured interviews, focus group discussions, and classroom observations in selected urban and rural schools. The analysis identified themes as institutional constraints in the form of inadequate labs, rigid national and local curricula, exam-oriented system, and students' disengagement and lack of foundation knowledge, which limited further practical instruction. On the other hand, issues related to teachers such as lack of training, resistance to changes, and classroom management issues significantly restrict experiential learning. Additionally, socio-economic gaps and deep-rooted cultural values supporting rote learning and focusing on examinations rather than active learning were identified to be barriers. The study concludes with systemic reforms related to teacher training, curriculum design, resource allocation, and cultural perceptions to set forth an interactive and engaging learning environment in Biology classrooms. These research findings contribute valuable insights to policymakers and practitioners in education concerned about science education adjusting itself to global standards and Sustainable Development Goal 4 in Pakistan.

Keywords: Barriers in Education, Biology Education, Classroom Practices; Experiential Learning, Higher Secondary Education, Pedagogical Challenges