A Critical Examination of Student Centred Learning Policy in the European Higher Education Area

Abstract

As part of its mission to enhance the quality and relevance of teaching and learning, the European Higher Education Area (EHEA) has identified student-centred learning (SCL) as an educational reform priority. Research indicates however that uptake is weak, and key stakeholders lack commitment. In response to discrepancy between EHEA rhetoric and reality on the ground, limited policy research, and calls for increased advocacy and dissemination of information, the research critically investigates SCL policy enactment. Drawing inspiration from social constructionism and a critical, participatory and reflexive approach to design-based research, the design and development of a website facilitated data collection comprising 17 semi-structured interviews with EHEA academics, institutional leaders and higher education policy experts. In response to the research question, thematic data analysis led to the development of three major themes and four policy recommendations. The research offers potential originality and significance for higher education theory and practice in the EHEA and beyond.