Pedagogical Practices and Students’ Experiences in Eritrean Higher Education Institutions

Abstract

Using semi-structured interview and review of documents, this study analyzes the pedagogical practices and students’ experiences in Eritrean Higher Education Institutions (HEIs). The study indicated that pedagogical practices are affected by instructors’ pedagogical skills and perceptions, and the teaching-learning environment. Moreover, the pedagogical practices that instructors use determine the pedagogical experiences of students and shape their socio-economic and political perspectives. Despite its small scale, the study provides a more robust explanation of the connections between instructors’ pedagogical practices and experiences of students. It can also be applied to other countries, especially developing countries with similar circumstances. The study implies that skilled instructors employ interactive pedagogy connecting theory and practice, even in a large class size. Hence, instructors need to be trained, well equipped and motivated to improve their teaching skills and attitudes.