This report defines student-centred learning and teaching as an overarching approach to designing higher education processes, which is founded on the concept of student agency. Student-centred learning and teaching primarily concerns the capability of students to participate in, influence and take responsibility for their learning pathways and environments, in order to have a transformative learning experience and thus achieve the expected learning outcomes.
The report achieves two main objectives. First, it maps notable real-world practices of student-centred learning and teaching – namely, those practices with proven potential to contribute to the quality and inclusiveness of higher education. Second, by reviewing recent, top-level academic research on the subject, it puts into context the practices that have been mapped. As a result, the report suggests a list of 10 mutually reinforcing core elements, all of which should be implemented to have a fully functioning student-centred learning and teaching ecosystem.
The report also provides a self-assessment tool that enables higher education institutions to assess the existence and effectiveness of student-centred learning and teaching elements within their own institution.
Klemenčič, M., Pupinis, M., Kirdulytė, G. (2019), ‘Mapping and analysis of student-centred learning and teaching practices: usable knowledge to support a more inclusive high-quality higher education’, NESET report.