Beyond Teacher Capacity: Systemic Constraints and Contextual Realities in Agricultural Problem-Based Learning

Malesela Dennis Mashishi; Malesela Shadrack Marotola; Lusanda Ncisana; Mmapake Florence Masha

doi:10.33650/ijess.v5i2.14864

Beyond Teacher Capacity: Systemic Constraints and Contextual Realities in Agricultural Problem-Based Learning

DOI: https://doi.org/10.33650/ijess.v5i2.14864

Authors

(1) * Malesela Dennis Mashishi

(University of Limpopo)
        South Africa
(2)  Malesela Shadrack Marotola   (University of Limpopo)
        South Africa
(3)  Lusanda Ncisana   (University of Limpopo)
        South Africa
(4)  Mmapake Florence Masha   (University of Limpopo)
        South Africa
(*) Corresponding Author

Abstract

This study aimed to investigate the challenges Agricultural Sciences teachers face in implementing Problem-Based Learning and identify the systemic conditions that constrain its implementation. The study employed an embedded multi-case qualitative design involving six purposively selected Agricultural Sciences teachers. Data were collected through semi-structured interviews, document analysis of Annual Teaching Plans and lesson planning portfolios, and non-participant observation. Data were analysed using inductive thematic analysis, with findings interpreted through Mitzel's teaching model. The results identified four interconnected challenges: inadequate resources and infrastructure, curriculum and time constraints, insufficient professional development, and limited community and stakeholder participation. These challenges limited teachers' ability to conduct practical projects, encouraged teacher-centred instruction, and reduced opportunities for learner investigation and skill development. The findings imply that sustainable Problem-Based Learning implementation requires coordinated institutional support rather than reliance on individual teacher capacity. Practical implications include strengthening curriculum provisions for project activities, providing contextually relevant professional development and practical resources, and establishing structured partnerships between schools and agricultural communities. The study contributes theoretically by applying Mitzel's teaching model to explain how contextual conditions shape Problem-Based Learning implementation.

Keywords

Agricultural Sciences, Project-Based Learning, Teacher Challenges

Full Text: PDF

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