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.