Experiences with project-based learning in the foundation phase at a South African school: a descriptive case study.

Abstract

This study investigates the implementation of Project-Based Learning (PBL) in Grades 1−3 in the Foundation Phase at a well-resourced private school in the Mpumalanga Province, South Africa. Implementing PBL commenced in 2022 and aimed to enhance learner engagement and develop 21st-century skills. Using a qualitative descriptive case study design, the study explored the lived experiences of eight Foundation Phase teachers. Data were collected using semi-structured interviews, classroom observations, and document analysis during Terms 2−4 in 2024. Findings reveal that teachers’ understanding of PBL increased over time. Also, their roles shifted from being content deliverers to facilitators. This transformation positively influenced learner engagement, greater learner autonomy, and 21st-century skills acquisition. However, challenges such as time constraints and limited availability of some task-specific resources emerged. The study highlights the need for ongoing professional development, administrative support, and collaborative planning to sustain PBL. By situating PBL within the South African educational context, the research demonstrates its potential to address curriculum rigidity and enriching learning through real-world, interdisciplinary tasks. Recommendations include structured teacher development, timely planning to ensure task-specific resource availability, and cultivating a collaborative school culture to ensure the sharing of best practices. By providing valuable insights for teachers, school leaders, and policymakers who aim to implement learner-centred pedagogies, this study adds to the expanding body of research on PBL within early childhood education in a South African context.