PERCEPTIONS OF LEARNERS, TEACHERS, AND THE COMMUNITY ON THE IMPACT OF MUSEUM PROGRAMS IN SUPPORTING SECONDARY SCHOOL CURRICULA IN THE FREE STATE PROVINCE
Received: 10th October 2025, Revised: 22th November 2025, Accepted: 10th December 2025, Date of Publication: 31st December 2025
DOI:
https://doi.org/10.20319/pijtel.2025.93.204212Keywords:
Museums, Informal Learning, Secondary Education, Curriculum Integration, Community Engagement, Experiential Learning, Science EducationAbstract
Museums possess significant potential to inspire, educate, and engage learners through interactive, object-based learning. However, their benefits remain underutilized in many secondary school contexts, particularly in under-resourced regions. This study investigates the perceptions of learners, teachers, and community members regarding the contribution of museum programs to secondary school curricula in the Free State Province of South Africa. Employing a qualitative approach, semi-structured interviews were conducted with science teachers and Grade 10–12 learners from ten schools in the Xhariep District, along with selected community stakeholders. Findings revealed that while museum experiences offer substantial educational value, barriers such as logistical constraints, lack of awareness, misalignment with curricula, and socio-economic challenges hinder meaningful integration. The study advocates for strategic collaboration between museums and schools, improved outreach, and tailored educational resources to enhance accessibility and curriculum alignment. This study offers insights for educators, policymakers, and museum practitioners on strengthening educational outcomes through informal learning environments.
References
Akmehmet, Ş., & Ödekan, A. (2006). Museums as educational institutions: A historical
perspective. Cultural Heritage Foundation.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Falk, J. H., & Dierking, L. D. (2018). Learning from museums: Visitor experiences and the
making of meaning. Rowman & Littlefield.
Gray, P. C. (2002). Museums and education: Purpose, pedagogy, performance. Routledge.
Hooper-Greenhill, E. (2007). Museums and education: Purpose, pedagogy, performance
Routledge.
International Council of Museums (ICOM). (2010). ICOM definition of a museum.
Krishnamurthi, A., Ballard, M., & Noam, G. G. (2014). Examining the impact of afterschool STEM programs. Afterschool Matters, 20, 15–22.
Morris, H. (2019). Experiential learning theory and museum education: A practical approach.
Journal of Museum Education, 44(3), 233–240.
https://doi.org/10.1080/10598650.2019.1612632
National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. The National Academies Press.
National Research Council. (2011). Successful K–12 STEM education: Identifying effective
approaches in science, technology, engineering, and mathematics. The National
Academies Press.
Parry, R., & Sawyer, A. (2021). Museums in the digital age: Changing meanings of place, community, and culture. Museum & Society, 19(1), 45–59.
UNESCO. (2016). Recommendation concerning the protection and promotion of museums and collections, their diversity and their role in society. United Nations Educational,
Scientific and Cultural Organization.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of Published Articles
Author(s) retain the article copyright and publishing rights without any restrictions.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
