Exploring the Existing Practices of Interactive Classroom Pedagogy in Tilottama Municipality, Rupandehi, Nepal

This study investigates the current status of interactive classroom pedagogy at the secondary level within government schools in the designated study area of Nepal. It further explores the underlying factors influencing the prevailing pedagogical practices and proposes strategies for enhancing the implementation of interactive teaching methods. Employing a qualitative research design, data were collected through Participatory Rural Appraisal (PRA) techniques, classroom observations, and semi-structured interviews. Thematic analysis, guided by an interpretative paradigm, was used to analyze the data. Findings indicate a limited application of interactive classroom pedagogy, attributed to challenges such as inadequate teacher professional development, administrative constraints, and misalignment with local educational needs, examination-centric approaches, and teachers’ perceptions. The study underscores the importance of contextualizing the local curriculum to promote interactive pedagogical practices, both within the study area and more broadly.