Teachers’ Challenges in Shifting from Traditional Teaching to Outcome-based Education (OBE) in English Department of Farah University

Abstract

The transition from traditional, teacher-centered teaching to Outcome-Based Education (OBE) represents a substantial change in the organization of teaching, learning, assessment, and classroom roles. This qualitative study explored the challenges experienced by teachers while shifting from traditional teaching toward OBE in the English Department of Farah University. A descriptive qualitative design was employed. Data were collected through semi-structured interviews with ten teachers and analyzed thematically. The analysis generated seven major themes: pedagogical transition from traditional teaching to OBE; challenges in designing outcome-based instruction; assessment-related challenges; contextual and institutional constraints; teachers’ professional challenges; students’ readiness and adaptation; and teachers’ strategies for managing the transition. The findings showed that participants generally recognized the value of OBE for increasing student participation, practical learning, learner responsibility, and attention to demonstrable achievement. However, implementation was constrained by difficulties in formulating measurable learning outcomes and aligning outcomes, instruction, and assessment; continuous assessment and rubric development; large class sizes; limited teaching and technological resources; insufficient practical training; increased workload and documentation; limited time; and students’ initial preference for traditional examination-oriented learning. Teachers responded through advance planning, collaboration with colleagues, group work, clear communication of learning outcomes, continuous feedback, and adaptation of assessment materials. The study concludes that effective OBE implementation should be understood as a gradual institutional change rather than a simple change in teaching terminology. Sustainable implementation requires practical and continuous professional development, adequate resources, manageable workloads, student orientation, collegial collaboration, and sustained institutional support.