Challenges and opportunities of implementing project-based learning in Ecuadorian schools

Abstract

This qualitative study aimed to identify teachers' perceptions of the challenges and opportunities of implementing Project-Based Learning (PBL) in Ecuadorian schools. Utilizing an Exploratory Descriptive Qualitative (EDQ) research design, this study explored the experiences of a sample of four teachers from public and private schools through eight interviews delivered in two phases. The first phase of interviews focused on demographic information, challenges, and opportunities, while the second phase investigated support and resources from parents and schools, as well as their reflections and recommendations. The findings underscored challenges such as lack of parental cooperation and limited resources. The benefits of using PBL were found to be enhanced collaboration, deeper understanding, and improved English skills. Additionally, teachers recommended strategies for executing PBL, including using digital platforms, integrating engaging methodologies, and increasing parental involvement.