Enhancing Student Learning through Student-led Roadmaps : Student and Teacher Experiences from the Bhutan Baccalaureate Schools

Abstract

This study explores how students and teachers experience the use of Roadmaps within the Bhutan Baccalaureate (BB). The main focus is on the role of Roadmaps in the students’ learning process. Using semi-structured interviews with 8 students and 5 teachers across three BB schools, the impacts and the challenges related to Roadmaps are determined. The findings indicate that the use of Roadmaps is useful to students in goal setting, organization, and ownership of their own development. According to the students, the Roadmaps serve the function of tracking goals and helping develop the student’s skill, while teachers mostly look at how the Roadmap helps develop the reflective skills of the students. From the above findings, it can be seen that the mentor plays a key role in helping students understand Roadmaps. Some of the challenges, such as, difficulties in defining goals, understanding components of a Roadmap, limited access to devices, and the assessment systems that mostly value scores in standardized tests impact the how students value and use Roadmaps. The study shows that Roadmaps can strengthen the role of student in their learning when supported by effective mentoring, clear guidance, and clearer policy support.