Student-centred learning and teaching: a systematic mapping review of empirical research

ABSTRACTStudent-centred learning and teaching (SCLT) has become a widespread approach in higher education and is praised by students, educational researchers and policy makers alike. SCLT is believed to help students become self-directed learners by placing them at the centre of the learning process. Despite the central role currently ascribed to SCLT in higher education, systematic knowledge about how it is practiced in higher education is limited. Informed by the findings of a systematic mapping review of empirical research, this article discloses how SCLT is practised inclass, outof-class and institutionally in higher educational institutions. Overall, we find that empirical research on SCLT is diverse and covers a wide range of pedagogical approaches and methods. Even so, the main focus of the research mapped is on in-class learning activities, whereas less focus is placed on student support systems and on how to develop a SCLT culture in institutional practices. Furthermore, the review finds an extensive focus on student activation and engagement in the empirical research on SCLT. This runs contrary to the theoretical literature arguing that SCLT should promote student agency and autonomy. We therefore encourage more empirical research on the relationship between SCLT and student agency in higher education.KEYWORDS: Student-centred learning and teachinghigher educationpedagogical approaches and methodssystematic mapping review Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/0309877X.2023.2241391Correction StatementThis article has been corrected with minor changes. These changes do not impact the academic content of the article.Notes1. Four items could not be retrieved in full text and were therefore discarded. Another four items were identified as duplicates and were also discarded.