How can Project-Based Learning (PBL) be adapted to the cultural and educational realities of emerging countries like Guatemala, where traditional teaching methods are deeply rooted, while also addressing resistance from students accustomed to passive learning (lecture-based teaching)?
Any change you make can generate discomfort, the recommendation is to start slowly, specific actions integrating PBL with the traditional methodology, another important factor is that the project proposal can come from the course participants themselves and that the idea can be involved with the context of their reality. I suggest researching Arco de Maguerez as a proposal for an idea for intervention and identification of the problem.
Thank you Antônio Carlos Pereira dos Santos Junior! Your suggestion of a gradual approach is very relevant, though it also presents challenges. I was particularly interested in the 'Arco de Maguerez' model and will look into it further.
I also agree that allowing students to propose projects linked to their realities shall enhance engagement and ownership. However, one challenge I foresee is guiding students who are not used to autonomy in learning, perhaps scaffolding strategies could help bridge this gap.
It’s clear that this transition won’t be smooth or easy, but that in itself could be the focus of another research project!
By developing pre-studied plans, by taking stock of previous experiences, extracting the positives and negatives, and building a database through them.
PBL is new in emerging developing countries. You can start it with the help of your fellow educators and inspire the students about it.
Thank you Farakid kazem Ubaid, as it ensures that we don’t simply adopt external models but to refine them, and creating the database you mention.
Defintely, collaboration among teachers can make a huge difference, and inspiring students is also key.
Thank you for your support Md. Ahsan Shahriar Tohfa
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