Improving Educational Quality through Active Learning Perspectives from Secondary School Teachers in Malawi

Addressing the learning crisis in low-income contexts remains a major concern. This paper analyses how active teaching and learning pedagogy (ATL) was implemented in secondary schools in Malawi to improve learning outcomes. Based on interviews with teachers and headteachers from five schools, the paper seeks to explore how ATL was understood and implemented, and what challenges were experienced from the perspectives of trained and untrained teachers. The findings reveal that ATL was positively viewed by all participants, as it was considered beneficial for improving students’ academic performance and skills development. All participants identified some key implementation challenges, including large classes, lack of materials, the use of English, long distance to school and poverty. The paper underscores the need for moving away from a polarized view of pedagogy (direct instruction against ATL) and conceptualizing active learning on a continuum.