Larysa Petrenko
https://orcid.org/0000-0002-7604-7273
Olena Zelikovska
https://orcid.org/0000‐0002‐6559‐9101
LEARNER-CENTERED TEACHING AS A VECTOR FOR TRANSFORMATION OF PSYCHOLOGICAL AND PEDAGOGICAL DISCIPLINES IN HIGHER EDUCATION INSTITUTIONS
Full text (pdf)
Language: Ukrainian
Abstract. The study analyzes national and international research works alongside policy documents to identify and address the challenges emerging under the influence of globalization and technological advancement with the emphasis on the growing significance and potential of learner-centered teaching within higher education institutions. The analysis of approved bachelor-level higher education standards across disciplines enabled the authors to identify major trends in defining learning outcomes and categorize them into key and professional competencies. It is argued that the development of these competencies requires a profound transformation and diversification of psychological and pedagogical course content to align it with professional field-specific contexts. The findings indicate that the psychological and pedagogical component is integral to multiple study programs, ensuring that learners achieve both general and professional outcomes. The identified outcomes were structured into two groups – generic and professional competencies – providing a basis for structuring the psychological and pedagogical dimensions of educational programs and identifying avenues for their ongoing development. The study highlights the importance of developing meta-skills in future professionals as universal competencies that support adaptability, personal development, and lifelong learning, despite their limited representation in current educational standards. To enable a systemic rethinking of psychological and pedagogical course content from a learner-centered perspective, the research introduces a conceptual framework of learner-centered teaching in these disciplines for their implementation in higher education. The framework integrates target, content, procedural, subjective, outcome-oriented, and adaptive components, illustrating their interconnection within a systemic approach to educational program renewal. The practical significance of the framework lies in providing a methodological foundation for developing, revising, and adapting psychological and pedagogical programs that reflect disciplinary specificity, the learners’ educational needs and the labor market demand.
Keywords: student-centered learning, psychological and pedagogical training, meta-skills, educational standards, humanization of education, interdisciplinarity, conceptual framework, quality of professional training of specialists.
https://doi.org/10.32987/2617-8532-2025-4-96-112
Keywords: student-centered learning, psychological and pedagogical training, meta-skills, educational standards, humanization of education, interdisciplinarity, conceptual framework, quality of professional training of specialists.
https://doi.org/10.32987/2617-8532-2025-4-96-112
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