Byrne, Carroll (2025) Chaos versus Havoc: Project-Based Learning and Contemplative Education—An Educator’s Experience of Creating the Perfect Storm for Learning. PhD thesis, Victoria University.

Abstract

Introduction In response to growing concerns about youth mental health and disengagement in Australian schools, this research explores an integrated pedagogical approach that blends project-based learning (PBL) with contemplative education (CE). Traditional didactic models are increasingly viewed as contributing to student stress, apathy, and disconnection from learning. This study examines how PBL and CE, when combined, can create inclusive and engaging learning environments. The research focuses on the teacher's role when these transformative pedagogies are blended. It is framed by Paulo Freire’s (1970) critical pedagogy and John Dewey’s (1938) experiential learning theory. Aim The central research question is: What were the challenges and opportunities associated with blending PBL and CE in an Australian Year 9 classroom? Methodology Situated within a constructivist paradigm, this study adopted an autobiographical narrative inquiry approach, which is discussed in detail in Chapter 3. The research critically examined my experiences in my role as an educator who implemented an integrated pedagogical model within secondary classrooms. Through systematic analysis of Field Notes, the study explored both the challenges and opportunities encountered when applying a blended PBL and CE approach in a diverse, multicultural context. A thematic analysis of these Field Notes revealed recurring patterns and insights related to pedagogy, teacher identity, and classroom dynamics. In reflecting on these findings, the research considered the complexities and outcomes of enacting this integrated model with Year 9 adolescent learners aged approximately 14–15 years. Findings Analysis of the Field Notes revealed three co-created themes: 1. Authenticity was essential in implementing PBL and CE. Successful enactment relied on building genuine relationships, designing student-centred experiences, and maintaining self-awareness as a practitioner. 2. Teachers as facilitators and Counsellors: Teachers often occupied a liminal space between facilitator and counsellor as they strove to deliver these blended curricula rooted in real-world contexts and addressing complex, non-traditional topics. Teachers shifted from knowledge transmitters to facilitators and co-learners, requiring emotional presence, reflexivity, and adaptability. 3. Navigating “the fog” metaphorically describes the uncertainty and vulnerability of innovating pedagogy, yet also its potential for growth and transformation—both for me as a researcher and for the teachers who engaged authentically with these transformative pedagogies. In summary, this research demonstrated that blending PBL and CE creates a “perfect storm” for learning, promoting critical thinking, collaboration, emotional engagement, and ethical awareness. Implications The integration of these two pedagogies (PBL and CE) blurred traditional teacher–student boundaries, challenging educators’ professional identities and highlighting the need for support in navigating this expanded role. The research revealed that effective implementation of a blended curriculum requires professional learning that addresses both the technical and emotional dimensions of teaching. Educators must be supported in reimagining their professional identities—from authoritative transmitters of knowledge to coconstructors of learning. Consequently, professional development should encompass opportunities for teachers to build not only pedagogical proficiency but also the emotional resilience and reflective capacity necessary to sustain this transformative practice.

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