Learner-Centered Teaching in Nepal: Insights from Basic School Teachers, Students and Administrators
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Abstract
Learner-centered teaching is a philosophy, initially developed in Western countries, is increasingly influencing education globally, including in developing nations like Nepal. This study aims to explore the perceptions of teachers, students, and educational administrators in Dhangadhi Sub-Metropolitan City regarding learner-centered teaching practices. A general qualitative research approach was used, with purposive sampling selecting 12 teachers, 12 students, and 2 educational administrators from the Education Section of Dhangadhi Sub-Metropolitan City. Data were collected through in-depth interviews, and observations. The findings indicate that the curriculum at the school level in Nepal, along with the national curriculum framework and educational policies, reflects a commitment to learner-centered teaching. However, despite this formal acknowledgment, there is a noticeable gap when it comes to providing a clear framework for implementing learner-centered teaching within the curriculum. While the overall policies advocate for such an approach, the curriculum lacks specific guidelines, structures, or models that would help teachers effectively adopt and apply learner-centered methods in the classroom. Accordingly, most basic school teachers support learner-centered teaching, their classroom practices remain predominantly teacher-centered. Major obstacles include poor physical facilities, overcrowded classrooms, and insufficient parental support. Additionally, social influences are not always favorable. To enhance the implementation of learner-centered teaching, adjustments are needed, including greater community involvement in the teaching and learning process.