Exploring Barriers, Facilitators, and Benefits of Research-Based Teaching in Higher Education

Abstract

Research-based teaching (RBT) promotes critical thinking, engagement, and scientific competence, yet its implementation in universities is often hindered by structural, pedagogical, and emotional challenges. This study explored student and professor perceptions of the barriers, facilitators, and benefits of RBT in a third-year undergraduate psychology course. Using a qualitative design, two focus groups were conducted with students (n = 6) and professors (n = 4), and transcripts were thematically analyzed following Braun and Clarke (2006). Three overarching themes emerged. First, attitudes toward RBT reflected positive prior experiences alongside concerns about complexity and fear, while participants emphasized benefits such as enhanced critical thinking, real-world application, increased engagement, and a culture of inquiry. Second, context-dependent barriers included limited academic skills, resistance to change, time constraints, and large class sizes, whereas facilitators involved relevant topics, student choice, current research, and instructor enthusiasm. Overall, effective RBT requires institutional support, smaller groups, and structured skill scaffolding.