Enablers and constraints of learner-centred education: perspectives from two Indian schools

Abstract

Learner-centred education (LCE) has received considerable policy emphasis, but many challenges remain regarding its implementation. In this paper, we present a case study of LCE implementation in a primary and secondary school context in India. A mixed methods study, utilising survey and focus group data, gathered the perspectives of 151 teachers and two school leaders regarding their experiences of implementing LCE. The study found that there was widespread teacher buy-in to all aspects of LCE. However, the perceived degree of implementation varied by LCE aspect. Those aspects that had been explicitly prioritised by school leadership were perceived to be the most feasible, lending support to the argument for a contextually-embedded, flexible approach to LCE implementation. Additional factors, in particular the use of technological tools, were cited as crucial in facilitating the more prominent LCE aspects. This case study provides useful examples of how LCE might be facilitated in similar educational contexts. Limitations of the study, such as the inherent self-reported nature of the findings, are discussed.