A Case Study of the Teaching–Learning Process and Learning Environment in a Secondary School in Azad Jammu and Kashmir, Pakistan
DOI:
https://doi.org/10.70670/sra.v4i1.2256Keywords:
Teaching–Learning Process, Learning Environment, Case Study, Classroom PracticesAbstract
In this case study, the teaching learning process and learning environment of an educational institution in Azad Jammu and Kashmir, Pakistan is explored. The study was designed to analyze the instructional practices, classroom conditions, teacher–student interaction, and learning resources available and utilized that collectively contribute to quality education. A qualitative case study design was used and data were collected via classroom observations, document analysis, and informal interactions with the teachers and students. The results show that teachers are committed to their teaching duties, but a traditional and teacher-centered teaching style is the main one. Mixed conditions are also evident in the physical learning environment, whereby, in some classrooms, adequate facilities and maintenance are provided, while some classrooms are short of essential facilities, including proper ventilation, comfortable seating, and modern teaching aids. Furthermore, some technology and student-centered pedagogy was noted, and this prevents students from participating and being engaged in learning. The study concludes that the improvement of the institutional facilities, the encouragement of innovative pedagogical approaches and the reinforcement of teacher training programs, are vital aspects that can improve the teacher's teaching-learning environment.
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