Learner-centered Teaching Research Articles

Essential Lecturer Competencies in English Medium Instruction: A Study Across Student Proficiency Levels

Identifying and developing competencies for English medium instruction (EMI) lecturers is crucial for enhancing the quality of EMI courses. This study, conducted in Japanese higher education, aimed to identify and categorize EMI lecturer competencies that students consider essential according to their varying English proficiency levels. Data were collected across 10 online and face-to-face EMI social science courses over three years and involved Japanese and international students ( N = 150). Key findings revealed that students slightly prioritized pedagogic competencies over lecturers’ linguistic abilities, highlighting that clear lesson planning, structured content delivery and fostering student interaction through learner-centred teaching methods are essential, regardless of students’ English proficiency. Meanwhile, linguistic clarity, particularly the use of accessible vocabulary and regular paraphrasing, emerged as crucial for effective instruction. Socio-emotional support, emphasizing empathy and addressing student anxiety, was identified as vital for fostering a conducive learning environment. Based on these findings, we propose a set of core lecturer competencies essential for effective teaching and learning in EMI social science courses.

Crafting Minds: A Constructivist Blueprint for Philippine Education Reform

Constructivism has been a prominent pedagogical paradigm in Philippine education, especially in light of recent curriculum reforms and the changing educational environment. This method based on Piaget and Vygotsky theories, emphasizes learner-centered education and active, experiential learning which highlights the proactive involvement of learners in developing their understanding and knowledge through experiences and interactions with their environment. This paper discusses the potential of constructivism as a revolutionary educational paradigm in the Philippine education system. It aims to develop 21st-century skills like critical thinking, collaboration, and contextualized learning. The paper also discusses how constructivist approaches, such as project-based and inquiry-based learning, can address issues like memorization, outdated teaching methods, and disengagement. The paper advocates for constructivist techniques in redesigning Philippine education to prepare students for global issues while respecting local settings, demonstrating its potential for a more inclusive, engaging, and efficient educational system.

학습자 평가 기반 대학 교수자 수업역량 진단도구 개발 김래영1·유병민2

Objectives This study was conducted to supplement the controversy over the validity of the existing self-assess ment method of instructional competency assessment in terms of assessing the actual level, the problem that learner have been overlooked as the subject of evaluation in the teaching competency assessment, and the limi tation that the fragmentary information provided through lecture evaluations lacks utility for professor. Accordingly, we aimed to specifically derive the intructional competency required of professor for successful uni versity instruction, and develop and validate a tool that can assess professors' intructional competency based on learner evaluations. Methods In order to derive the components and write the items, a literature review, an open-ended survey on desirable university instruction, Delphi surveys, preliminary surveys, pilot surveys, and main surveys were conducted. The 250 data collected through the pilot survey were analyzed using exploratory factor analysis, and the 385 data collected through the main survey were analyzed using confirmatory factor analysis including high er-order confirmatory factor analysis, convergent validity, discriminant validity, cross-validity(measurement equivalence), and reliability. Results The final tool consists of 3 competency groups, 8 sub-competency, a assessment index that summarizes the concept definitions for each sub-competency, and 45 items. The 3 competency groups are ‘Instructional Preparation, Instructional Implementation, and Instructional Evaluation and Improvement’. Instructional Preparation competency group consists of 2 sub-competencies: ‘Understanding learner characteristics and Instructional Design and Development’. The number of items is 3 items for Understanding Learner Characteristics and 9 items for Instructional Design and Development. Instructional Implementation competency group consists of 5 sub-competency: ‘Content Expertise, Learning Motivation Enhancement, Facilitation of Content Understanding, Coaching, and Promotion of Communication’. The number of items is 3 items for Content Expertise, 8 items for Learning Motivation Enhancement, 6 items for Facilitation of Content Understanding, 6 items for Coaching, and 6 items for Promotion of Communication. ‘Instructional Evaluation and Improvement’ is a single factor that is both a competency group and a sub-competency. The number of items is four. Each item is rated from 1 (not at all) to 5 (very much). Conclusions The fact that learner, who are the demanders of education, evaluate the competency of professor and professor utilize the results of the learner evaluations is significant as a way to realize learner-centered education. In addition, it is significant as a tool that can assess the level of instructional competency more ob jectively and practically than self-assessment type competency assessment tool, and as a tool that can provide more practical help to professor because it is composed of specific criteria and items compared to lecture evaluations.

It's not always easy to buy the idea: strategies, perceptions, and implications of learner-centered teaching in coach education

IntroductionThe study aims to investigate the development of a learner-centered teaching (LCT), a constructivist-based proposal focused on the learner and the learning process, in a university-based coach education program (CEP) through an action research (AR) approach.MethodsParticipants were six students, the researcher and the professor of a Sport Pedagogy course of a public Brazilian university. The classes were taught in a collaborative way between the professor and the researcher, and rubrics were used to guide the LCT development process.Results and discussionThe proposal was developed gradually and progressively in the course, through diversified teaching strategies that prioritized student interaction and reflection. Facilitators were constantly concerned to ensure that students' perspectives and knowledge were valued during the construction of new teaching content, contributing to align the course with the LCT perspective. While at the beginning of the course the dimensions function of content and role of the teacher were emphasized, in subsequent classes greater attention was devoted to increasing students' responsibility for learning, balance the power between facilitators and students, and promote integrated, authentic assessment processes. To advance the investigated CEP, we recommend the LCT development in other courses of the program, enabling the consolidation of a curricular culture aligned to the constructivist perspective.

Imparting Student Centered Pedagogy Through Constructivist Development Theory In Art Education

Genuine learning occurs when individuals are able to transform existing knowledge into higher-order modes of thinking that resolve the conflict and contradictions engendered by the experience of novel events. The constructivist approach has important implications for teaching and learning. If individuals construct their understanding of the world through action, then there is no way to simply teach or give students knowledge. Student or learner-centered education has its origins in constructivist developmental theory and in the progressive education movement in the early part of the 20th century. Constructivism refers to the idea that individuals construct their understanding of the world as a product of their actions on the world. Modular art teaching perhaps shall give a teacher the opportunity to share all possible subjects touching creativity, imagination and appreciating art experience and plan his lessons according to the class potential and need of the students and to make him a life-long leaner.

Guest editorial: Technological mediation in learner-centred pedagogies

Guest editorial: Technological mediation in learner-centred pedagogies

Enablers and constraints of learner-centred education: perspectives from two Indian schools

ABSTRACT Learner-centred education (LCE) has received considerable policy emphasis, but many challenges remain regarding its implementation. This paper presents a mixed methods case study of LCE implementation in a primary and secondary school context in India drawing on survey and focus group data from 151 teachers and two school leaders. The study found widespread teacher buy-in to all aspects of LCE. However, the perceived degree of implementation varied by LCE aspect. Those aspects that had been explicitly prioritised by school leadership were perceived to be the most feasible, lending support to the argument for a contextually embedded, flexible approach to LCE implementation. Additional factors, in particular the use of technological tools, were cited as crucial in facilitating the more prominent LCE aspects. The case study provides useful examples of how LCE might be facilitated in similar educational contexts. Limitations of the study, such as the inherent self-reported nature of the findings, are discussed.

VIETNAM’S COMPREHENSIVE EDUCATIONAL REFORM

This study evaluates the progress of Vietnam’s educational reform, initiated under Resolution No. 29-NQ/TW in 2013, which aimed to align the nation’s education system with socio-economic objectives such as industrialization, modernization, and global integration. Using a mixed-methods approach that combines quantitative and qualitative analyses, the research examines achievements, challenges, and limitations across key areas such as learner-centered education, digital transformation, teacher development, and internationalization. Significant progress has been observed, including the universalization of preschool education, improvements in teacher qualifications, and the integration of digital tools, positioning Vietnam as a regional leader in education. However, challenges remain, including insufficient preparation of financial and human resources, inconsistent policy implementation, and the lack of a cohesive educational philosophy. Persistent inequities, outdated teaching methodologies, and limited alignment with labor market demands further constrain reform efforts. The findings emphasize the importance of targeted investments in teacher training, infrastructure, and governance, alongside fostering stronger international partnerships. This study highlights Vietnam’s potential to establish a globally competitive education system and provides actionable recommendations for addressing systemic barriers. The results contribute to global discussions on educational reform in developing nations, offering lessons for sustainable and equitable transformation.

IPA 분석을 활용한 학습자 중심 교수역량(SCTC) 분석: D대학 사례를 중심으로

Objectives The purpose of this study is to examine the perception of learner-centered education of university professors and to analyze the importance-performance of teaching competencies for effective learner-centered education. Methods Tests were conducted on 93 professors at University D. In order to analyze learner-centered teaching competency, a teaching competency test was conducted on 93 professors and IPA analysis was performed. The data collected through this were analyzed for importance and implementation of teaching competency using SPSS 20.0 according to the purpose of the study. Results Importance-performance analysis was conducted on all factors of learner-centered teaching competency (instructional objectives, class plans, teaching-learning strategies, class atmosphere, and evaluation) and all items that constitute each factor. The results of the IPA analysis showed that instructional objectives, teaching-learning strategies, and class atmosphere were in the 1st quadrant, and class plans and class evaluation were in the 3rd quadrant. In addition, the importance scores of all factors and all items were higher than the implementation scores, and the difference was statistically significant. Conclusions Based on the research results, the implications for effective learner-centered education in universities were discussed.

A Study on Improvement Measures according to the Development and Operation of Graduate School Convergence Liberal Arts Subjects applying Team Teaching Methods : Focusing on ‘Mind Immunity Coaching’

This study aims to analyze the development and operation cases of applying the team teaching method to ‘Mind Immune Coaching’, a liberal arts course at a university, and to suggest improvement measures in the future. The research method was to conduct a survey of 85 students who took the ‘Mind Immune Coaching’ course in the first semester of the 2024 academic year to objectively understand the learners' experiences and perceptions.</br>The research results showed that the team teaching method provides students with various perspectives and interdisciplinary perspectives and promotes creative and convergent problem-solving activities. Based on these results, three major improvement measures were derived.</br>First, research on learner awareness and satisfaction was strengthened as an important factor for realizing learner-centered education. Second, it is necessary to strengthen the interaction between instructors and learners in a distance education environment and develop an efficient question-and-answer method. Third, it is necessary to study and develop an efficient operation plan to improve the educational quality of distance education through the team teaching method.</br>Accordingly, this study provides an empirical analysis of the effectiveness and challenges of team teaching methods, explores possibilities for realizing learner-centered education in a university distance education environment, and suggests implications for developing customized teaching methods based on edutech. In addition, it is expected to contribute to the development of various liberal arts subjects by suggesting a new model of convergence liberal arts education as a direction for innovation in university liberal arts education.

Exploring the Impact of Interactive Pedagogies on Self-Confidence and Tolerance among University Students

The aim of the research is to determine how students' self-confidence and tolerance levels in teacher-centred learning environments relate to one another. By using both quantitative and qualitative data, the relationship between the variables was determined. The Concurrent Triangulation Method (CTM) was used in conjunction with the Mix Method Research (MMR) technique to conduct the investigation. Ten focus group conversations were used to gather qualitative data, while an existing interpersonal tolerance measure was used to obtain quantitative data. Student self-confidence has a Pearson chi-square value of 66.738 and a p-value of.004, whereas classroom activities have a Pearson chi-square value of 78.768 and a p-value of.005. Both the qualitative and quantitative statistics demonstrate that kids who are self-assured exhibit a high degree of tolerance. The majority of teachers are too preoccupied with lecturing the class to provide proper attention to the reading, discussion, Q&A period, and student presentations, all of which have a negative impact on the students' tolerance levels. Students find it difficult to comprehend the diverse behaviours of others in such situations. Students would be more tolerant the more questions they asked, and the teacher allowed them to ask.

Attainable pedagogical practices for contexts of poverty: a South African case study

ABSTRACT Curricula in ‘developing’ country classrooms have long attempted unsuccessfully to replace teacher-centred pedagogy (TCP) with learner-centred pedagogy (LCP). This South African case study treated TCP as a realistic pathway for improving student achievement in its societal context. The ex post facto mixed methods analysis combined experimental design principles with qualitative classroom observation of a teacher in a poor township whose grade 9 students had high achievement gains, using Guthrie’s Teaching Styles Model and Schweisfurth’s learner-centred minimum standards. Well-established dialogic routines with frequent closed questions emphasised memorisation of basic facts and principles required by the stipulative science curriculum. The study is a ‘proof of concept’ for qualitative research to identify successful, contextually appropriate classroom techniques in other South African schools and possibly those in similar contexts elsewhere. The study also illustrates international controversies over the merits of different types of curricula, associated pedagogy, and the embedded cultural and societal issues.

PENINGKATAN HASIL BELAJAR OPERASI PERKALIAN DAN PEMBAGAIN BILANGAN CACAH MELALUI MODEL CONTEXTUAL TEACHING AND LEARNING BERBANTUAN MEDIA PAPAN MUSI PADA PESERTA DIDIK KELAS IV SDI NUNBAUN SABU KOTA

The research problem is teacher-centered learning that only uses the lecture method, resulting in low student learning outcomes. The purpose of the research is to improve learning outcomes in multiplication and division operations of whole numbers through the contextual teaching and learning model assisted by a musi board media. This research method uses the PTK method, which consists of 4 stages: planning, implementation, observation, and reflection. The subjects in this study are the studentds of class IV A, totaling 34 students. The data collection techniques used were observation and tests, while the data analysis technique employed was quantitative descriptive. The research results show that in the first cyrcle, the percentage of teacher activity was 64%, the percentage of student activity was 74%, and the average test score of the students was 72,54 wuth a completeness percentage of 47%. Meanwhile, in the second cyrcle there was an improvement with a teacher activity percentage of 86%, a student activity percentage of 89%, and an overage test score of 86,45 with a completeness percentage of 85,29%. Based on the research resukts obtained, itcan be concluded that learning by applying the contextual teaching and learning model assisted by musi board media on multiplication and division of whole numbers can improve the learning outcomes of grade IV A students at SDI Nunbaun Sabu.

Metodologi Pengajaran PAI dengan Metode Pembelajaran Konvensional di Madrasah Tsanawiyah Negeri 3 Kabupaten Batang Hari

This study explores the teaching of Islamic Religious Education (PAI) at MTs Negeri 3 Batang Hari Regency, where the conventional teacher-centered learning method remains the predominant approach. The research employs a descriptive-qualitative methodology, collecting data through observations, interviews, and document analysis. The findings indicate that while conventional methods are effective in delivering theoretical content, they lack the ability to engage students interactively and fail to address diverse learning needs fully. To enhance the quality of PAI instruction, integrating innovative and engaging learning media is recommended, alongside continuous teacher training in pedagogical and technological skills. These strategies can create a more interactive and relevant learning environment that positively impacts students’ academic success and character development. Furthermore, this research highlights the importance of adopting adaptive and innovative teaching approaches to ensure that PAI teaching aligns with the evolving demands of modern education while enriching students' overall learning experiences.

The Development of the Kolb Learning Style Inventory (KLSI): Evolution, Validity, Flexibility and Its Application in Education

The Kolb Learning Style Inventory (KLSI) has progressed through various revisions to refine its validity, reliability, and adaptability as a tool for identifying individual learning styles based on Kolb's Experiential Learning Theory. This study reviews the development of KLSI from its initial version to the latest KLSI 4.0, examining major modifications and their impact on educational applications. Each version addressed previous critiques by enhancing psychometric properties and incorporating features such as adaptive learning flexibility and expanded normative data, making KLSI more relevant across diverse educational contexts. Key findings indicate that while these advancements support more personalised and flexible instructional strategies, certain limitations remain, particularly in capturing learning preferences' dynamic and culturally influenced nature. This study contributes to a comprehensive understanding of KLSI's evolution and its implications for promoting learner-centred education. It highlights future directions for improving its applicability in globalised and diverse learning environments.

The Evolution of Gamification in TESL: Trends, Innovations, and Future Directions

The Evolution of Gamification in TESL: Trends, Innovations, and Future Directions reviews the body of existing literature on the integration of gamification into Teaching English as a Second Language (TESL). This article explores how game-based elements like points, leaderboards, badges, and narrative-driven tasks have reshaped language learning from traditional methods to interactive, immersive experiences. Drawing on studies that document these developments, the review highlights the positive effects of gamification on learner motivation, engagement, and language proficiency. The review also examines emerging technologies such as Artificial Intelligence (AI) and Virtual Reality (VR), which are transforming TESL by creating personalized and adaptive learning environments. These innovations, as well as mobile learning and micro-learning trends, are discussed as key drivers of accessibility and learner-centered education. The article not only summarizes the benefits but also addresses the challenges highlighted in the literature, including technological disparities, the risk of overemphasizing extrinsic rewards, and the need for adaptable strategies to meet diverse learner needs. In its future outlook, the article considers the evolving role of gamification in TESL, focusing on how content-based instruction and digital platforms will further enhance language learning. This review provides a comprehensive analysis of trends and innovations while offering insights into future research directions that will shape the next phase of gamified language education.

Older Adult EFL Learners’ Readiness for Autonomous Language Learning

Learner-centred education has emphasized the significance of learner autonomy in language learning over the past forty years. Currently, the literature on the topic implies that cultural and educational environments affect autonomous learning perception and practice, therefore students’ readiness must be examined before creating autonomous learning activities. Given the scarcity of studies, the purpose of this research is to shed light on the issue of whether older adult learners of English as a Foreign Language (EFL) are ready for learner autonomy. To achieve this goal, the present study collected responses from sixty-five EFL learners, aged between sixty and eighty-six. The data were obtained through a questionnaire consisting of five sections: background information, views on teacher and student responsibilities, decision-making skills, motivation, and autonomous activities both within and outside the classroom. Furthermore, eight voluntary EFL learners participated in the follow-up interviews. The analysis involved utilizing descriptive statistics from the questionnaire replies, as well as interpreting the interview data. The findings revealed that Turkish older adult EFL learners exhibited a limited degree of readiness for autonomous language learn- ing, despite their notable levels of enthusiasm and eagerness to improve their English proficiency.

A 13-year review of triple jump examination at the Ostrow School of Dentistry of the University of Southern California.

The triple jump examination (TJE) has been instituted at the Ostrow School of Dentistry of the University of Southern California (OSDUSC) since 2001 as an assessment tool of critical thinking skills for its learner-centered pedagogy. A 2013 study detailed the TJE's design, validity, and initial outcomes. The current study focused on its 13-year sustainability including a transition from in-person to hybrid TJE by assessing outcomes from the graduating Classes of 2014 through 2026. The study was approved by the USC Institutional Review Board (#UP-21-00272-AM001). To assess sustainability, the study first examined agreements among TJE faculty raters based on a total of 10,512 TJEs given to 1872 students from the 13 classes. Next, to determine whether the effectiveness of TJE was impacted by the transition from traditional to hybrid TJE, an independent t-test was performed to examine student performance between the two exam delivery methods based on 4896 TJEs given to 864 students. The study observed a high level of agreement among faculty raters throughout the study period. The general agreement rates, exact agreement rates, and disagreement rates averaged 99.2%, 77.3%, and 0.8%, respectively. Students' TJE performance was similar between the traditional and hybrid delivery methods (p-value=0.629>0.05, t critical two-tail=2.074, t stat=0.489). The TJE at OSDUSC proves to be a sustainable and reliable instrument with high internal consistency among raters when evaluating students' performance. The transition from traditional to hybrid TJE has no impact on the TJE's effectiveness.

Promoting learner-centred education amid the culture of test-based accountability: insights from a cross-cultural teacher education programme

ABSTRACT Based on third generation activity theory, this study analyses the interplay between a test-based accountability mechanism and a pedagogical reform that introduced unfamiliar educational experiences (including those popular in other contexts) to implement learner-centred education (LCE) in a cross-cultural teacher education programme in China. Interviews with principals and teachers and school documents in four schools were analysed. Findings questioned the polarisation of test-based accountability and LCE. Participants supported the pursuit of examination excellence, partly due to the tradition of honouring examinations in China, but also recognised that enhancing examination performance and implementing LCE could align. However, to resolve short-term conflicts between these two objectives, developing school-specific development plans that accommodated both goals became essential. This research revealed the effectiveness of third generation activity theory in investigating the interactions between LCE and test-based accountability. ‘Expansive transformation’ of pedagogics became possible when educators developed a local understanding of the purpose of LCE.

Increasing the Effectiveness of the Educational Process Through the Integration of Technology and the Use of Modern Methodologies in Humanities

Technology applications in Albanian Pre-University Education have changed the way of teaching and learning. Teaching/learning theories have also evolved, which form the foundations of designing the learning process for increasing learning outcomes. The curriculum of pre-university education, based on the constructivist theory of learning "learning by doing", creates conditions for the use and integration of technology during the learning process. Technology and learner-centered teaching promote high levels of creative and creative thinking. The teacher's attitude and perception towards this approach often prevents them from integrating it into their subjects. The purpose of the work is the use of Information and Communication Technology for the improvement of the teaching process through the implementation of modern methodologies in the humanities. The methods used in the work are those of analysis, synthesis, evaluation, etc. . The use of technology in the classroom makes the learning process more effective and attractive when it is developed according to appropriate teaching methodologies, increasing its positive impact on the student and learning outcomes. Received: 11 July 2024 / Accepted: 31 October 2024 / Published: 05 November 2024