31, July 2025

Navigating Pedagogical Shifts: Challenges Faced by Teachers in Implementing Inquiry-Based Learning in Rural Primary & Upper Primary Schools of Uttarakhand

VOLUME-9; ISSUE-7; JULY-2025

Author(s): Dr. SUNDEEP PANDEY

Authors Affiliations:

Assistant Professor (Guest), Faculty of Education, Soban Singh Jeena University, Almora, Uttarakhand

DOIs:10.2017/IJRCS/202507021     |     Paper ID: IJRCS202507021


Abstract
Keywords
Cite this Article/Paper as
References

This study investigates the multifaceted challenges faced by primary & upper primary school teachers in rural Uttarakhand, India, when implementing Inquiry-Based Learning (IBL), a pedagogical approach increasingly advocated for its potential to foster 21st-century skills. Drawing on the recommendations of national education policies like the National Education Policy (NEP) 2020 that emphasize experiential and student-centered learning, this research addresses a critical gap: the practical hurdles to IBL adoption in resource-constrained rural settings. Employing a qualitative research design, data was collected through semi-structured interviews with 120 primary & upper primary school teachers across various rural schools of Almora District in Uttarakhand. Thematic analysis revealed several interconnected challenges, broadly categorized into resource limitations (e.g., lack of materials, inadequate infrastructure), teacher-centric issues (e.g., insufficient training, ingrained traditional mindsets, heavy workload), curriculum and assessment misalignments (e.g., pressure for syllabus completion, disconnect with high-stakes exams), and student-related factors (e.g., low prior exposure to IBL, diverse learning readiness). These findings highlight a significant disconnect between policy aspirations and ground-level realities, underscoring the complex systemic barriers to pedagogical innovation in rural contexts. The study concludes by offering crucial implications for teacher professional development, policy formulation, and resource allocation, aiming to bridge this gap and support the effective implementation of student-centered pedagogies in underserved educational environments.

Inquiry-Based Learning, experimental learning, discovery learning, pedagogical innovation

Dr. SUNDEEP PANDEY (2025); Navigating Pedagogical Shifts: Challenges Faced by Teachers in Implementing Inquiry-Based Learning in Rural Primary & Upper Primary Schools of Uttarakhand, International Journal of Research Culture Society,    ISSN(O): 2456-6683,  Volume – 9,   Issue –  7,  Pp.126-134.        Available on – https://ijrcs.org/

  1. Ajda J: The use of constructivist pedagogies and inquiry-based learning to overcome discrimination. Discourses of globalisation and education reforms. Globalisation, comparative education and policy research. Cham: Springer; 2022; Vol. 31.
  2. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
  3. Bruder R, Prescott A: Research evidence on the benefits of IBL. ZDM. 2013; 45: 811–822.
  4. Dewey, J. (1938). Experience and Education. New York: Macmillan.
  5. Dunne, J. (2013). An exploration of inquiry based science education in Irish primary schools.
  6. Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational technology research and development, 64(4), 707-734.
  7. Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers’ perceptions of risk. Teaching and teacher education, 38, 56-64.
  8. Kala, Chandra Prakash. (2018). School Education in Hill Districts of Uttarakhand State of India. 7. 154-163.
  9. Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.
  10. Pedaste, M., Mäeots, M., Leijen, Ä., & Sarapuu, T. (2012). Improving students’ inquiry skills through reflection and self-regulation scaffolds. Technology, Instruction, Cognition and Learning, 9(1-2), 81-95.
  11. Prince, Michael & Felder, Richard. (2006). The Many Faces of Inductive Teaching and Learning. J Coll Sci Teach. 36.
  12. Seneviratne, K., Hamid, J. A., Khatibi, A., Azam, F., & Sudasinghe, S. (2019). Multi-faceted professional development designs for science teachers’ self-efficacy for inquiry-based teaching: a critical review. Universal Journal of Educational Research, 7(7), 1595-1611.
  13. Somekh, B. (2008). Factors affecting teachers’ pedagogical adoption of ICT. In International handbook of information technology in primary and secondary education (pp. 449-460). Boston, MA: Springer US.
  14. Vygotsky L: Interaction between learning and development.Gauvain, Cole, editors. Readings on the Development of Children. Scientific American Books; 1978; pp. 34–40

Download Full Paper

Download PDF No. of Downloads:14 | No. of Views: 120