EXPLORING TEACHERS’ EXPERIENCES OF STUDENT-CENTERED TEACHING METHODS IN COLLEGE CLASSROOMS: A QUALITATIVE STUDY

Abstract

This qualitative study explores teachers’ experiences of implementing student-centered teaching methods in college classrooms. The shift from traditional teacher-led instruction to student-centered approaches has received increasing attention for its potential to enhance student engagement, critical thinking, and autonomous learning. However, the practical realities teachers face during this transition remain underexplored. This study aims to investigate how college teachers perceive, adopt, and experience student-centered strategies such as collaborative learning, problem-based learning, and inquiry-based instruction. Using a qualitative research design, data were collected through semi-structured interviews with college teachers from diverse academic disciplines. Thematic analysis was employed to identify key patterns and insights from participants’ narratives. The findings reveal that while teachers generally recognize the pedagogical value of student-centered methods, they encounter several challenges, including limited time, large class sizes, insufficient training, and institutional constraints. Despite these barriers, many teachers reported positive outcomes, such as increased student participation, improved learning outcomes, and enhanced classroom interaction. The study also highlights the importance of professional development, administrative support, and contextual adaptation in successfully implementing student-centered teaching. Teachers emphasized the need for continuous training and flexible curriculum design to facilitate active learning environments better. This research contributes to the growing body of literature on innovative teaching practices by providing an in-depth understanding of teachers' lived experiences. It offers practical implications for educators, policymakers, and institutions seeking to promote effective student-centered learning in higher education.