Exploring the understanding and practice of brain-based learning (BBL) among English medium school teachers in Dhaka city

Abstract

This study explores the integration of educational pedagogy (BBL) of English medium schools in Dhaka, focusing on teachers' perceptions, current practices, and the support and challenges they face. Through in-depth interviews with six English-medium school teachers and head teachers, complemented by two classroom observations, this research highlights the impact of BBL tools on student engagement and learning outcomes. Teachers reported increased student interest, improved comprehension through multimedia content, and alignment with diverse learning styles as the learning sustainability increases and learning by doing helps to transform the traditional classroom into student-centered learning. Despite these benefits, challenges such as a lack of training, insufficient resources, and heavy workloads hinder effective implementation. The findings provide valuable insights into the role of BBL in enhancing educational experiences and inform future strategies for effective BBL method integration in international education. Further research is recommended to explore longitudinal impacts and comparative analyses across different regions.