Key Highlights:
- A CPD programme in Amman, supported by the British Council, has strengthened teachers’ ability to adapt their instruction to individual student needs.
- Teachers are now implementing strategies such as project-based learning, collaborative activities, and flexible grouping to improve engagement.
- Key challenges remain around continuous support, time management, and access to adequate teaching resources.
Amman, Jordan — 25 November 2025: A new Action Research study from the British Council’s Partner Schools network is demonstrating how targeted professional development can transform teaching and learning in Jordanian classrooms. Led by educator and researcher Bayan Rababa’h at Universal Civilizations Academy (UCA), the project focused on equipping teachers with practical tools to personalise instruction, resulting in higher confidence, improved engagement, and more inclusive learning environments.
- Across Jordan, teachers often work with students who bring varied learning levels, multilingual backgrounds, and different styles of engagement. Rababa’h’s study addressed these challenges through a structured Continuing Professional Development (CPD) programme designed to help teachers differentiate their teaching more effectively.
- The programme included four intensive workshops covering project-based learning, collaborative strategies, flexible grouping, adaptive assessment, and differentiated lesson planning. These sessions were supported by ongoing mentoring and classroom reflection, ensuring teachers could embed new techniques in daily practice.
- One participating teacher noted the impact: ‘My understanding of differentiated instruction has deepened, showing me more effective ways to tailor lessons to students’ diverse needs.’
- Following the CPD cycle, 93% of participating teachers reported greater confidence in adapting instruction, while classrooms saw improved participation from students across ability levels. Teachers highlighted clearer alignment between lesson planning, assessment and learner needs, resulting in more meaningful engagement.
Ameera Manna’a, Exams Director, British Council Jordan, emphasised the importance of the findings:
‘These results show that when teachers are empowered with the right training, they can create classrooms that work for every learner. This project reinforces Jordan’s commitment to inclusive, student-centred education.’
Alex Lambert, Country Director, British Council Jordan, added:
‘Teacher-led research strengthens education systems from within. Jordan’s participation in the Action Research Grants Programme highlights how evidence produced in classrooms can guide improvements in policy, practice, and learner outcomes.’
Advancing Teacher Leadership in Jordan
Rababa’h’s work demonstrates the transformative role of teacher-led research in improving education quality. By giving educators the space, skills and autonomy to investigate challenges and test strategies, CPD becomes more relevant, more practical, and more sustainable. The study also identified areas for continued support, including time constraints, resource limitations, and the need for ongoing coaching, key considerations for scaling this model across more schools.
This Jordan project is one of 12 teacher-led studies supported by the British Council’s Action Research Grants Programme 2025, covering regions such as Egypt, Pakistan, Nigeria, and Zimbabwe. Each project generates practical evidence that helps schools strengthen teaching quality, student wellbeing, and digital readiness.
All studies, including Jordan’s, will be showcased at the global virtual event Action Research Now! on 11–12 December 2025, where teachers will present findings and exchange insights with peers around the world.