International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Implementing Classroom Strategies to Enhance Student Engagement and Critical Thinking: Challenges and Opportunities at Rinchen Kuenphen Primary School

Author(s) Mr. Kuenzang Thinley
Country Bhutan
Abstract The action research explored the implementation of thinking classroom strategies to enhance student engagement and critical thinking at Rinchen Kuenphen Primary School. The study was motivated by the continued prevalence of teacher-centered practices despite national education reforms emphasizing competency-based and student-centered learning. Using a qualitative action research design, data were collected through classroom observations, interviews, focus group discussions, and document analysis involving 30 students and three teachers from classes IV and V. The findings revealed that the thinking classroom approach significantly improved students' behavioral, emotional, and cognitive engagement. Learners demonstrated increased confidence, collaboration, and participation, while teachers reported professional growth through reflective practice. However, challenges such as time constraints, syllabus pressure, classroom management issues, and initial student resistance were identified. Despite this constraint, the study confirmed that thinking classroom strategies effectively promote active learning, creativity, and higher order thinking, aligning with Bhutan’s competency-based curriculum and Gross National Happiness (GNH) education values. Recommendations included continuous professional development, integration of thinking activities across subjects, and targeted support for less confident learners to sustain inclusive thinking-oriented classrooms.
Keywords Keywords: Thinking Classroom; Student Engagement; Critical Thinking; Action Research; Bhutan; Rinchen Kuenphen Primary School.
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-10-12
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.57534
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E-ISSN 2582-2160
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