Teachers’ Actions and Challenges Hindering the Practice of Project-Based Learning in Public Schools of Zanzibar

This study examines the actions and challenges hindering the implementation of Project-Based Learning (PBL) in public secondary schools in Urban West Zanzibar. The study followed a pragmatic philosophy and used a mixed- methods approach. A total of 291 respondents were involved from eight public secondary schools. Participants included teachers, students, school heads, committee members, and District Education Officers. Data were collected through questionnaires, interviews, and focus group discussions. Quantitative data were analyzed using descriptive statistics. Qualitative data were analyzed through thematic analysis. Findings reveal that while teachers generally support PBL and some actively engage in collaborative lesson planning, challenges persist, including limited administrative support, insufficient resources, assessment difficulties, large class sizes, and inadequate professional development. Despite these barriers, evidence from recent pilot programs indicates growing potential for successful PBL integration. The study concludes with evidence-based recommendations to enhance teacher capacity, resource allocation, stakeholder engagement, and systemic support to foster effective, student-centered learning environments aligned with 21st-century education goals.