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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-360578
DOI: 10.25656/01:36057; 10.26529/cepsj.1828
URN: urn:nbn:de:0111-pedocs-360578
DOI: 10.25656/01:36057; 10.26529/cepsj.1828
| Originaltitel |
Student-centred approaches in higher education from the student perspective |
|---|---|
| Paralleltitel | Pristopi, osredinjeni na študenta, v študijskem procesu s perspektive študenta |
| Autoren |
Ograjšek, Sabina  ;
Ivanuš Grmek, Milena |
| Originalveröffentlichung | CEPS Journal 16 (2026) 2, S. 11-35  |
| Dokument | Volltext (552 KB) |
| Lizenz des Dokumentes |
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| Schlagwörter (Deutsch) | Hochschulbildung; Lehrerbildung; Methode; Lehrmethode; Student; Macht; Lehrerrolle; Einstellung <Psychologie>; Empirische Untersuchung; Slowenien |
| Teildisziplin | Empirische Bildungsforschung Hochschulforschung und Hochschuldidaktik |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2232-2647; 1855-9719; 22322647; 18559719 |
| Sprache | Englisch |
| Erscheinungsjahr | 2026 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | Teaching approaches in higher education have been the subject of considerable research, which has resulted in a paradigm shift from teacher-centred to student-centred approaches. The present study investigates this shift, focusing on student eagerness to participate in various aspects of education and their expectations of teachers' roles. It includes 218 students enrolled in the Primary Education programme at the Faculty of Education, University of Maribor, in the 2023‒2024 academic year. Through a questionnaire, diverse student attitudes towards student-centred approaches were revealed. Students expressed a desire to participate in decision-making about their education, particularly in choosing types of assessment and, to a lesser extent, in designing the curriculum. They also expect teachers to transcend traditional roles, emphasising the need for sound pedagogical skills and a supportive learning environment. Based on their attitudes towards student-centred approaches, two distinct groups of students were identified. These groups exhibited statistically significant differences in their academic behaviour. The study underscores the need for ongoing professional development for teachers in order to meet students' preferences. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | CEPS Journal Jahr: 2026 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 13.08.2026 |
| Quellenangabe | Ograjšek, Sabina; Ivanuš Grmek, Milena: Student-centred approaches in higher education from the student perspective - In: CEPS Journal 16 (2026) 2, S. 11-35 - URN: urn:nbn:de:0111-pedocs-360578 - DOI: 10.25656/01:36057; 10.26529/cepsj.1828 |
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