Human-Centric Skills in Rural Secondary Science Education in Bangladesh: Teacher Practices and Institutional Constraints

Abstract

Human-centric skills such as critical thinking, creativity, and collaboration are increasingly recognized as essential competencies in contemporary education. Teachers play a crucial role in translating these competencies into classroom practice, particularly in resource-constrained rural contexts. However, limited research has examined how these skills are enacted in rural science classrooms, especially regarding the interaction between teacher practices and institutional constraints. This study investigates how science teachers in rural secondary schools in Bangladesh foster human-centric skills development and how institutional factors shape their pedagogical practices. Drawing on Self-Determination Theory and the 21st Century Skills Framework, the study employed a qualitative multiple case study design within an interpretivist paradigm. Data were collected through semi-structured interviews and classroom observations with eight purposively selected teachers across four rural schools. Thematic analysis, following Braun and Clarke’s approach, was used to identify recurring patterns and contextual barriers in instructional practices. Findings indicate that teachers adopt adaptive and student-centred strategies to support students’ autonomy, competence, and relatedness despite structural constraints such as limited resources and rigid curricula. The study highlights teacher agency as a critical factor in navigating institutional challenges and offers context-sensitive implications for policy and practice in rural science education.