Forthcoming in Spring 2020 "Mapping and analysis of student-centred learning and teaching practices: usable knowledge to support a more inclusive high-quality higher education"

December 18, 2019
Analytical report commissioned by the European Commission Directorate-General for Education and Culture to NESET, an advisory network of experts to the European Commission working on the social dimension of education and training and authored by Manja Klemenčič, Harvard University, Mantas Pupinis, PPMI and Greta Kirdulytė, PPMI (The Public Policy and Management Institute). 

 

CONTENTS. 3

BOXES WITH CASE STUDIES OF NOTABLE STUDENT-CENTRED LEARNING AND TEACHING PRACTICES. 4

EXECUTIVE SUMMARY. 6

1. INTRODUCTION.. 7

1.1. Background. 7

1.1.1. A shifting focus of the educational process: from what teachers teach to what learners learn. 7

1.1.2. What is student-centred learning and teaching?. 9

1.1.3. How far could student-centred learning and teaching help make higher education more inclusive? 14

1.2. Research questions and methodology. 16

2. DESIGNING STUDENT-CENTRED LEARNING AND TEACHING ECOSYSTEMS IN EUROPEAN HIGHER EDUCATION INSTITUTIONS 19

2.1. Policies, rules and regulations enabling student-centred learning and teaching. 20

2.2. Student-centred curriculum and pedagogy. 28

2.3. Student-centred assessment. 33

2.4. Flexible learning pathways. 36

2.5. Learning support. 38

2.6. Teaching support 41

2.7. Active learning spaces and academic libraries. 44

2.8. Learning technologies infrastructure. 46

2.9. Community learning connections and partnerships. 48

2.10................................................ Quality assurance conducive to student-centred learning and teaching. 50

3. HOW DO STUDENT-CENTRED LEARNING AND TEACHING ECOSYSTEMS CONTRIBUTE TO A MORE INCLUSIVE HIGHER EDUCATION? 54

3.1. Inclusive curriculum and pedagogy. 55

3.2. Flexible learning pathways and technology-enhanced learning. 58

3.3. Learning support. 59

3.4. Teaching support 59

3.5. Community learning connections and partnerships. 59

CONCLUSIONS AND RECOMMENDATIONS. 62

REFERENCES. 68

ANNEX 1. KEY TERMS. 77

ANNEX 2. A LIST OF NOTABLE STUDENT-CENTRED LEARNING AND TEACHING PRACTICES. 86