Socratic Teaching Method in 21st Century Classrooms: A Conceptual Review of Prospects and Challenges
DOI:
https://doi.org/10.67427/69stgn70Keywords:
Socratic, teaching methods, 21st-century learning, digital pedagogy, constructivist learning theory, Tanzanian classroomsAbstract
This study examined the relevance and effectiveness of the Socratic teaching method in developing 21st-century skills within modern educational contexts. Guided by constructivist learning theory and the Partnership for 21st Century Learning (P21) framework, the study adopted a qualitative research approach informed by document review design. Data were generated through a systematic review of peer-reviewed journal articles, book chapters, and case studies published between 2020 and 2025. The reviewed literature was analysed using thematic analysis supported by coding schemes, categorisation matrices, and qualitative synthesis tools. The technique involved developing a review protocol with objectives, inclusion/exclusion criteria and analysis strategy. The findings reveal that Socratic teaching significantly fosters critical thinking, reflective learning, communication, collaboration, problem-solving, and metacognitive skills through dialogic inquiry and learner-centred engagement. The method also aligns well with digital and blended learning environments, where technology-enhanced dialogue extends inquiry beyond traditional classrooms. However, the study identifies several challenges to effective implementation, including rigid and standardised curricula, examination-driven assessment systems, large class sizes, limited teacher preparedness, cultural constraints, and language-of-instruction barriers. The study concludes that the Socratic Teaching Method remains a powerful and relevant pedagogical approach for preparing learners to meet the intellectual and social demands of the 21st century. It recommends greater curriculum flexibility, sustained professional development for teachers, supportive educational policies, and contextual adaptation, particularly in multilingual and resource-constrained settings, to maximise the method’s effectiveness. The findings offer theoretical and practical insights for educators, curriculum developers, and policymakers seeking to enhance learner-centred, skills-orientated education.
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