Sparking Young Minds: Experiences And Strategies of Elementary School Teachers in Cultivating Students' Problem-Solving Skills

Problem-solving is a crucial skill in 21st-century learning, and elementary teachers play a vital role in its development among young learners. This qualitative study examined the lived experiences and strategies employed by elementary school teachers in developing students’ problem-solving skills. Using a phenomenological approach, in-depth interviews were conducted with ten elementary teachers, and thematic analysis was applied to analyze the data. The findings revealed three key themes related to teachers’ experiences: learner diversity, collaborative learning, and the integration of technology. In terms of strategies, teachers employed peer interaction, contextualized instruction, and adaptive teaching to foster problem-solving. Additionally, the study identified localization practices and ongoing professional support as significant insights gained from the participants. Grounded in Sociocultural Theory and Constructivist Theory, the study highlights how social context and active learning influence teaching approaches. The findings emphasize the importance of culturally relevant pedagogy, supportive professional environments, and flexible instruction in promoting students’ problem-solving abilities. Thus, this study provides valuable insights for educational leaders, school administrators, and teacher training institutions to enhance classroom practices and support systems.