Teacher implementation of a STEM project-based learning program

Abstract

This study provides insight into both the opportunities and constraints of translating project-based learning (PBL) from theory into practice by investigating teachers’ experience implementing a K-12 space-related program in a large school district in North Carolina. We collected pre- and post-program survey data from 46 teachers and conducted four focus groups to explore how teachers enacted PBL in classrooms, how the experience influenced their instructional practices, self-efficacy, and professional collaboration, and what factors facilitated the implementation. Results indicate that teachers adopted student-centered approaches, and their practices exhibit certain traits of high-quality PBL. They learned to release classroom control, moved away from formulaic instruction, and enhanced professional collaboration within schools during the first-year implementation. However, teachers’ self-efficacy in STEM teaching and PBL facilitation remained unchanged, likely due to workload demands. Key facilitators of successful PBL implementation included teacher beliefs and experience, structured professional development, time and resources, curriculum alignment, and supportive school culture and leadership. These findings demonstrate how PBL can transform teachers and teaching while highlighting systemic and contextual factors that influence successful adoption. Implications for future PBL program design include providing sustained professional supports, fostering schoolwide PBL culture, and aligning implementation with teacher capacity and curricular requirements to enhance fidelity and sustainability.