Active learning in the Maldives: Developing a contextually relevant pedagogical model

Abstract

Active learning reform has become widespread in many developing countries in efforts to improve the quality of education. The transition from transmission models of teaching to more student-centred approaches remains a challenging process. The need for more contextually relevant pedagogical innovations has been widely documented. The aim of this study is to investigate the process of pedagogical reform in the Maldives, a small developing country, using design-based research. This methodology seeks to examine how, when, and under what conditions interventions work in real-life contexts. The major research question is 'How can teachers learn and enact active learning pedagogy in the Maldivian ..