Teacher-led action research for transformative change in low-resource classrooms in Nepal

This study examines mentoring-supported teacher-led exploratory action research (EAR) as a policy-relevant approach to professional development in low-resource settings in Nepal, where opportunities for sustained professional development are often limited. It explores how research-based pedagogical practices can enhance instructional quality, strengthen teacher agency, and promote more context-specific implementation of Sustainable Development Goal (SDG) 4.C on teachers. The study is informed by qualitative data from a three-year mentoring initiative with 60 in-service teachers. In-depth analysis is based on focus group discussions (n = 6), key informant interviews (n = 6), teachers’ reflective notes, and narrative stories. The findings reveal that mentoring-supported teacher-led EAR created meaningful space for teachers to design and implement context-specific instructional strategies, leading to improved student engagement and learning outcomes. At the same time, teachers also faced systemic challenges such as limited institutional support, workload pressures, time management, and financial limitations. The study argues that, if teacher-led action research is to contribute meaningfully to quality education, it should be integrated into educational policy frameworks that ensure continuous mentoring support, dedicated professional time for teachers, supportive leadership, and credible recognition mechanisms for teachers who genuinely engage in innovative instructional practices. These findings highlight the importance of supportive policy frameworks and school cultures that value teacher-led action research while promoting innovative and contextually relevant approaches aligned with SDG 4’s commitment to quality education for all.