Paper Contents
Abstract
AbstractThis study explores the lived experiences of Junior High School educators in implementing Project-Based Learning (PBL) within the Digos City Division. Ten (10) educators who served as PBL coordinators participated in the research and shared their lived experiences in integrating project-based instruction. Using a qualitative phenomenological approach, data were collected through virtual in-depth interviews to capture rich, firsthand narratives. Thematic analysis revealed key challenges, including limited formal training, lack of instructional resources, rigid curriculum timelines, and difficulties aligning PBL with mandated learning competencies. Despite these barriers, teachers showed resilience by engaging in self-directed learning, contextualizing PBL activities, and collaborating with peers to improve strategies and materials. The findings highlight the importance of ongoing professional development, supportive school leadership, and student-centered, interdisciplinary approaches. The study calls for institutional support, flexible curricular structures, and responsive education policies to foster innovation and enhance the effectiveness of PBL in secondary education.Keywords: Project-based learning, teacher experiences, instructional adaptation, secondary education, qualitative phenomenology
Copyright
Copyright © 2025 Bernice Abrenilla. This is an open access article distributed under the Creative Commons Attribution License.
