Learning from Life, Learning about Plants: Biology Lecturers’ Perceptions of Life-Based Learning in Plant Physiology

Abstract

Plant Physiology is a core subject in the biology curriculum, but it remains challenging due to its abstract and complex nature. Life-Based Learning (LBL) has emerged as a pedagogical approach that connects theoretical concepts with students’ real-life experiences. This study explored Indonesian biology lecturers’ perceptions of LBL implementation in Plant Physiology courses. Using an explanatory sequential mixed-methods design, data were collected through a survey of 43 lecturers and semi-structured interviews with eight participants from different regions. The results show that lecturers strongly support active learning strategies such as problem-based, project-based, inquiry-based, contextual, experiential, and discovery learning as relevant to LBL. They also emphasized the importance of real-life orientation, exploration, scientific reflection, and application in enhancing meaningful learning. Lecturers reported positive student engagement but highlighted challenges, including limited facilities, time constraints, and contextualization of abstract concepts. LBL is perceived as a relevant and transformative approach in Plant Physiology education.