English Language Teachers Perceptions of Implementing Project-Based Learning in Kazakhstani Secondary Schools
Smakova K.
Spring 2026Indiana University Press
Interdisciplinary Journal of Problem-based Learning
2026#20Issue 1
In recent years, the significance of learner-centered approaches has been widely recognized in foreign language education, emphasizing teacher roles in promoting meaningful learning and 21st-century skills. Project-based learning (PjBL) has long been a constructivist approach involving learners participation in authentic, real-world issues and meaningful content. This study investigates whether Gold-Standard PjBL is relevant and applicable in Kazakhstani English-medium schools and explores the attitudes of school administration toward EFL teachers implementing PjBL and their support for it. Qualitative and quantitative data involving 103 EFL teachers reveal that teachers are aware of the PjBL essentials and acknowledge the support of their school administration. However, their teaching practices fail to comply with the essential principles of a Gold-Standard, requiring further encouragement and promotion.
essential principles , Gold-Standard teaching practices , project-based learning (PjBL) , school administration
Text of the article Перейти на текст статьи
SDU University, Kazakhstan
SDU University
10 лет помогаем публиковать статьи Международный издатель
Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026