Challenges and solutions of implementing cooperative learning in classroom environments: lived experiences of primary school teachers in Iran

Abstract

ABSTRACT The purpose of this study is to identify the challenges and solutions associated with implementing cooperative learning (CL), based on the lived experiences of teachers in Iran. Thirty-two primary school teachers participated in a 16-session CL workshop. However, only thirty participants were able to implement this approach in their classrooms, and 19 of them voluntarily took part in the interviews. The data collected through interviews were analysed using Atlas.ti software. Three challenges and two solutions emerged as our main findings. The lack of stakeholders’ readiness, lack of facilities, and traditional structure hinder the effective implementation of CL. The results also revealed that improving curriculum elements and fostering a positive attitude among principals, educational policymakers, and other stakeholders towards the CL approach can create suitable conditions for effective implementation in Iran. Identifying perceived challenges and solutions can encourage teachers, parents, policymakers, and principals to provide suitable platforms for implementing CL in Iran. The results of this study highlight the necessity for teachers’ in-service training and participation of stakeholders to improve the delivery of CL.