Exploring the Opportunities and Challenges of Using Community as Classroom for Learning Geography

Abstract

The present study explored the potential opportunities and challenges of using the
Community as Classroom strategy in learning Geography from the perspectives of
264 Bhutanese middle secondary school students. Guided by mixed-method
design, survey questionnaires and focus group interviews were used to collect the
data. Thematic analysis was employed for qualitative data, whereas quantitative
data was analysed using descriptive statistics such as mean and standard deviation.
The findings from both the quantitative and qualitative data revealed that there
were various opportunities for incorporating the CAC strategy in the Geography
curriculum such as learning through the CAC strategy was engaging, experiential,
and provided practical knowledge. Moreover, participants believed that it
connected them with their communities, enriched their experiences, and enhanced
learning outcomes. This approach was seen as authentic and relevant, allowing
students to witness the practical application of academic content in their
communities. However, both quantitative and qualitative findings revealed that
there were certain challenges in using the CAC strategy, including time
constraints, large class sizes, transportation costs, diverse student behaviour, and
cultural differences. This study concludes with implications and recommendations
for future research.