Exploring Teachers’ Lived Experiences of Implementing Phenomenon-Based Learning in Lithuanian Foreign Language Classrooms

Phenomenon-based learning (PhenoBL) represents an innovative pedagogical approach emphasizing holistic, inquiry-based, and interdisciplinary learning. It encourages students to integrate knowledge across subjects while developing communication, collaboration, critical thinking, and creativity—the so-called 4Cs. Although PhenoBL is increasingly recognized as a transformative approach in STEM education, little is known about its relevance and application in foreign language teaching (FLT). Exploring teachers’ experiences and perceptions is crucial to understanding how such innovation can be meaningfully integrated into diverse Lithuanian educational contexts and inform teacher development initiatives.
The study sought to explore how Lithuanian foreign language teachers interpret, experience, and make sense of the implementation of PhenoBL in their classrooms. Adopting a qualitative, interpretivist design informed by social constructivism, the research focused on uncovering teachers’ subjective meanings and professional reflections related to educational innovation. Data were collected through open-ended survey responses, with teachers across various school types and professional experience levels. Thematic analysis was employed to identify recurring patterns of thought, tensions, and values underpinning teachers’ engagement with PhenoBL. Attention was paid to contextual influences such as school culture, professional autonomy, and perceived student readiness.
Preliminary analysis revealed that teachers value PhenoBL as a means to foster authentic communication, collaborative inquiry, and learner autonomy. However, limited institutional support, insufficient training, and uncertainty about methodological adaptation were frequently noted as barriers.
The findings highlight the need for professional learning communities and supportive school cultures that empower teachers to experiment with innovative pedagogies. Understanding teachers’ lived experiences provides valuable insights into how PhenoBL can be effectively contextualized within foreign language education in Lithuania and promote sustainable pedagogical innovation.