Collaborative Learning in a Private Secondary School in Windhoek: Teachers’ Perceptions and Challenges Faced

This qualitative study explores teachers’ perceptions and the contextual challenges they encounter in fostering inclusive and effective learning environments. Grounded in Vygotsky’s social constructivist theory, the research positions learning as a socially mediated process shaped by cultural and linguistic diversity. Data were collected through semi-structured interviews with teachers from urban schools serving multilingual and multicultural learner populations. Thematic analysis revealed three overarching themes: perceptions of collaborative learning, strategies for implementation, and challenges in facilitation. Teachers consistently viewed CL as a powerful tool for promoting learner engagement, inclusion, and intercultural understanding. Strategic group formation, multilingual scaffolding, culturally responsive materials, and role assignment emerged as key strategies for adapting CL to diverse classrooms. However, participants also identified persistent challenges, including language proficiency gaps, cultural resistance, unequal group participation, and time constraints imposed by curriculum demands. These findings highlight the need for context-sensitive pedagogical approaches and professional development that equip teachers to navigate the complexities of intercultural education. The study contributes to the growing body of literature on inclusive pedagogy in Southern Africa and underscores the importance of collaborative learning as both a method and a philosophy for equitable education. Implications are drawn for curriculum design, teacher training, and policy reform aimed at strengthening intercultural competence and learner-centred practice in Namibian schools.