LEARNER-CENTERED TEACHING: THEORY AND CLASSROOM PRACTICE

Abstract

Learner-centered teaching has become a dominant paradigm in modern education, emphasizing the active role of learners in the construction of knowledge. Unlike traditional teacher-centered approaches, learner-centered teaching focuses on students’ needs, interests, abilities, and learning styles. This article aims to explore the theoretical foundations of learner-centered teaching and examine its practical implementation in classroom settings. Using a qualitative review of pedagogical literature and classroom practices, the study highlights key principles, benefits, and challenges of learner-centered instruction. The findings suggest that learner-centered teaching enhances learner autonomy, motivation, and academic achievement, particularly in language education. However, successful implementation requires teacher training, curriculum flexibility, and supportive institutional conditions.