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The article aims at shaping conceptual research issues for a comprehensive examination of the multiple dimensions of student-centred learning as an integrity of its organizational, pedagogic, methodological and developmental perspectives. The relevance of the article is conditioned by a current lack of a research discourse in the area of student-centred learning at the university level among the domestic academic community. The methodology used embraces desk studies to analyse the available domestic and foreign resources relating to the issue, the method of comparative analysis, elements of social project planning, as well as the method of rationalizing meanings. The results of the research point to the dominance in the Russian research tradition of the analysis of student-centred learning largely on the primary and secondary school level from purely pedagogic, methodological and didactic perspectives, without giving due attention to its application in higher education and relevant organizational and legal frameworks. In this context there is a need to shape a comprehensive approach to the organization and implementation of student-centred learning, which calls for relevant research and development of norm-setting, organizational and methodological documents and guidelines. As possible examples of good practice, foreign practices responding to the goals of modernizing higher education are analysed that can be adapted to the Russian context, and concrete conclusions are proposed aimed at effective implementation of student-centred learning at universities, including from the perspective of change management. The content of the publication can be used to enhance efficiency of universities' performance, and form the content of continuing training programs and university curricula for teachers and university administrators. Also the content of the article can trigger serious research projects relating to fostering student-centred learning at universities. The scientific novelty is in the comprehensive multi-facet examination of the application of student-centred learning in higher education where its introduction requires addressing methodological, organizational and norm-setting issues, and development of appropriate competences of university teachers and administrators. |
