Barriers to Inquiry-Based Learning in Primary Classrooms: Teacher-Specific and Student-Centered Challenges in Implementation

Abstract

Inquiry-based learning (IBL) is a teaching method that has been encouraged for critical thinking and 21st-century skills in primary education. However, it is still difficult to implement particularly in low-income contexts. This is a qualitative study that examined the obstacles encountered by primary school teachers in the implementation of IBL in Government schools of Chakdara, Lower Dir, and Pakistan. Semi-structured written interviews were used to gather data with 20 purposively selected Grades 1 to 5 primary teachers. Thematic analysis was used to analyses the data and identify patterns. Three levels of difficulties were identified. Some teacher specific barriers were incomplete conceptualization of IBL and inadequate professional development. Student level, low readiness, confusion, disengagement, and resistance to inquiry activities were frequently reported. At the institutional level, there were problems of overcrowding in classrooms, inadequate resources, an examination-driven curriculum, and inadequate administrative support. The study results indicate that there are significant systemic barriers that far exceed the efforts of individual teachers and that consequently very little IBL is implemented in these schools. Teachers were open to the IBL approach, but emphasized the need for structural support. This research gives context to the different aspects and suggests continued practical training, curriculum changes and availability of inexpensive materials to connect the aspirations of IBL policy with classroom practice.

 Key Words: inquiry-based learning, primary education, implementation challenges, teacher professional development, Pakistan, qualitative research.