The Future of Education

This study proposes a framework on simulation-embedded scaffolding of problem-based learning for sciences teachers’ self-directedness in South Africa. The problem is that physical sciences teachers in South Africa avoid implementing PBL in their classrooms due to various challenges such as lack of PBL knowledge and self-directedness to utilize PBL. The theoretical framework for this study was zone of proximal teacher development (ZPTD) refined by [1] from [2] zone of proximal development (ZPD). This intervention-based study followed a descriptive quantitative research design. Systematic random sampling partnered with cluster sampling were utilised to sample 10 physical sciences teachers from one province in South Africa.  With a sample of 40 physical sciences teacher-participants. Three quantitative data generation instruments were used. The Statistical Package for the Social Sciences (SPSS, 2022) software was used for data analysis. This study presented a framework for teachers’ problem-based learning and teaching self-directedness (PBLT-SD).