From Memorization to Transformation: Teachers Perspectives on Implementing Transformative Education in Junior High Schools and Senior High Schools/Vocational Schools in the 21st Century

Abstract

The demands of 21st-century education are no longer adequately met by rote learning alone, necessitating transformative education that encourages critical reflection, dialogue, and changes in the way students think and act. The purpose of this study is to describe transformative education in junior high and high school/vocational school learning, identify teacher strategies, and analyze the factors that support and hinder its implementation across school contexts. The research used a qualitative approach with a case study design through semi-structured interviews with four teachers, which were then analyzed thematically. The findings show that teachers emphasize character building and holistic competencies, apply active learning strategies such as discussions, quizzes, project-based learning, and problem solving, and utilize conventional digital mixed media. The main obstacles included digital access, economic limitations, and environmental influences (digital divide). The conclusion was that transformative education had been attempted through collaborative practices and authentic assessment, but required the support of the school ecosystem and equal access.