Bridging Classrooms and Communities: A Case Study of Integrating Problem-Based and Community-Based Service Learning in Bangladeshi Elementary Science Education

Abstract

In this study, I explore how integrating problem-based learning with community-based service learning fosters 21st-century skills—specifically communication, collaboration, and critical thinking—among Bangladeshi elementary students. Drawing on a multi-stakeholder, participatory learning design process involving teachers, students, parents, teacher trainers, and education policymakers, I investigate the impact of a community engagement learning model developed and implemented across rural and urban public schools in Bangladesh. Using case study methodology, I analyzed data from classroom observations, student-led community projects, interviews, focus groups, and over 288 self-assessment survey responses. Findings demonstrate that embedding experiential, socially relevant learning activities into science curriculum enhanced students’ ability to articulate ideas, work collaboratively, and critically engage with socioscientific issues. The study provides empirical evidence of how localized service learning grounded in students’ lived experiences can challenge epistemic injustice and support educational transformation in Global South contexts. Implications are discussed for curricular innovation, teacher development, and educational policy in resource-constrained environments.