A story from the classroom
When I joined Greenvalley International School, Trivandrum, Kerala as an educator in 2018 — long before the National Education Policy or modern pedagogies like Project-Based Learning (PBL) became part of mainstream discussions — I witnessed an exciting shift in how learning could happen.
A group of progressive educators were challenging the traditional educational landscape of Kerala by introducing experiential learning and placing PBL at the heart of everyday teaching. As the school’s first Project Based Learning Coordinator, I was both curious and cautious. Over the years, what I discovered went beyond my expectations: PBL didn’t just help students learn content — it transformed how they saw the world.
One incident, in particular, stays with me.
During a PBL cycle with middle school students, I posed a driving question:
“Identify one problem within our school community and design a meaningful solution.”
Hundreds of ideas were generated — but one stood apart.
A 6th grader shared a simple observation: every time someone from the primary section or office needed to enter the pre-primary area, a school helper would stop whatever she was doing, rush to the door, and unlock it. The door could not be left open due to the safety of young children and nearby stairs. So this helper had to keep watching the door — frequently interrupting her work.
While adults saw this daily, no one had questioned it.
This student did. He didn’t just notice the inconvenience — he empathized with the person experiencing it. He went on to design a sensor-operated door lock system that could be used safely by adults but would remain secure for pre-primary children.
His solution was not only workable — it was born of deep observation, empathy, and creative problem-solving.
This moment reminded me why PBL matters. It is more than a pedagogical strategy — it is a way of nurturing mindful, compassionate learners who:
- Observe with curiosity,
- Think with purpose,
- Act with empathy,
- And contribute meaningfully to their communities.
Project-Based Learning helped this student see what adults had overlooked, and created space for him to make a difference.
In a world where educators strive to build value systems that matter, enabling students to become community-centred problem solvers is one of the most impactful outcomes a school can achieve. When students are encouraged to look outward with awareness and empathy, education becomes less about rote learning and more about real life transformation.
I share this reflection with Teacher Tribe in the hope that it inspires more educators to ask meaningful questions, trust student voices and cultivate classrooms where learners are empowered to notice, think, and create change.Because when students become problem solvers with empathy — we are shaping not only thinkers, but better humans.
—
Soorya Vijayan
Educator | Learning & Development Leader | PBL Advocate
E: vijayasoorya.a93@gmail.com