Students as learners through the eyes of their teachers in Rwandan higher education

Abstract

In this study, we aim to explore and thematically analyze higher education teachers’ notions about the most important problems related to students’ learning, including the teachers’ notions about the approaches to learning adopted by students. The study was carried out in Rwanda with 25 university teachers engaged in group interviews. Inspired by the concepts of metaphors for learning and approaches to learning, five main categories of students’ learning problems were identified: dependence, physical and economic resources, experience of a deep approach to learning, reading culture, and previous preparation for higher education. These problems are interrelated and point to the need to understand study levels in education systems as interdependent.