Abstract
Learner-cenetred pedagogy (LCP) places a strong emphasis on active learner involvement, acknowledging prior knowledge, and adaptive approaches to education to promote meaningful learning. Several academics and decision-makers support this pedagogical approach, which seeks to deliver high-quality education by 2030, with an emphasis on developing nations (Khoury, 2022), Shahat et al. 2017). Active learning activities, 21st century skills, learner autonomy and formative assessments are among the vital components of LCP recognized in Bremner’s meta-analysis (2021), whereas solving problems, role-plays, projects and discussions are instances of practical applications. Originating with the works of early thinkers such as Socrates and Confucius, LCP advanced chronologically with the contributions of philosophers such as Locke, Pestalozzi, Froebel and 20th century theorists like Vygotsky, Piaget and Dewey, culminating in constructivist theories which promote “learning by doing”. For this study, total 43 paper were reviewed out of which 36 were accepted and 7 were rejected. This study highlights the potential of LCP adoption to change education by promoting holistic student development through investigating teacher competencies, difficulties with implementation and the support necessary to ensure successful adoption. The major findings of the study are LCP is a concept which was followed even during the Ancient Greece’s and LCP has a positive impact on the involvement of the students in their learning, It motivates the students in classroom engagement But there are also some obstacles in implementation of LCP like Insufficient resources for teaching and learning, time constraints, teachers’ familiarity with learner-centered instruction, and huge class sizes are the four obstacles.
Keywords: learner centered pedagogy, student centered pedagogy