Building Capacity for a Blended Project-Based Learning Model in a Traditional School Settting: A Case Study on the Elementary School at KPIS International, Bangkok, Thailand

This case study explores the process of building capacity for a blended Project-Based Learning (PBL) model within a traditional school setting at KPIS International School, Bangkok, Thailand. The research investigates how strategic leadership, professional development, and cultural shifts contributed to the successful implementation of PBL across the elementary division. Data were collected through teacher surveys, peer observations, stakeholder interviews, and six years of NWEA MAP results. The findings highlight significant shifts in teacher practice, with increased student-centered instruction, peer collaboration, and instructional innovation. Reading outcomes improved consistently across all grade levels, while Mathematics results were more variable, indicating the need for stronger integration of math standards into PBL units. Stakeholder reflections emphasize the importance of distributed leadership, aligned professional development, and sustained support structures in facilitating change. Limitations include the context-specific nature of the study, reliance on self-reported data, and disruptions caused by COVID-19. The study offers practical insights and a replicable framework for school leaders seeking to implement blended PBL in similar settings, with recommendations for ongoing assessment, community engagement, and future research on the impact of PBL on student well-being, engagement, and academic achievement.