A Generation in Classroom but Disconnected from Meaningful Learning: A Qualitative Study of Learning Gaps in English Language Teaching

Abstract

The persistent learning gaps in public secondary schools of Pakistan present a critical challenge to educational development and inculcation of quality education. This study explores the rationale of students attending classrooms yet failing to engage meaningfully in learning. The research investigates the perspectives of principals, teachers and students aiming to identify factors contributing to this disconnect. Data were collected through semi-structured interviews from participants i.e. principals, teachers and students, alongside focus group discussions with students. The study examined instructional practices, curriculum and assessment, professional development, school culture, monitoring and principal autonomy. Findings reveal that teacher centered instruction, exam oriented curricula, limited professional autonomy and inadequate resources are major contributors to student disengagement. While some teachers implement student centered strategies, systemic and resource constraints limit their effectiveness. Students reported lack of motivation, passive classroom participation and limited opportunities for critical thinking. Principals acknowledge administrative burdens and insufficient authority to promote pedagogical innovations. The study concludes that bridging the learning gap requires holistic interventions including teacher capacity building, learner centered instruction, enhanced monitoring and supportive school cultures. These insights provide actionable guidance for policymakers, school leaders and educators to transform classrooms from spaces of attendance to environments fostering meaningful learning.