Student-centredness is an approach to education that has existed for almost 250
years. When focusing on higher education, student-centredness can be considered
a way of putting students' interests ahead of curriculum and administration.
However, the way educators implement this strategy can be intimidating, and their
perceptions of the concept and its application in their classrooms can significantly
influence its success. The study provided educators at a University of
Technology (UoT) with the opportunity to describe their perceptions of the
student-centred teacher training intervention in which they participated, as well as
their subsequent actions to reorient education practices toward student centredness in their teaching environments. Inductive thematic analysis was used
to create codes (quirks) from the information gathered using two instruments
(semi-structured interviews and digital questionnaires). The codes created were
linked to the conceptual framework that emphasized interactivity, individuality and
a supportive and inspiring learning environment. Seven main themes were
identified, with four of the themes related to the influence of the teacher training
intervention and its impression on the lecturer’s perceptions of student centredness, and three themes focused on the self-reported influence of the
intervention on the lecturer’s teaching styles. The primary findings of the study
are: 1. Student-centred teacher training interventions can influence educators'
perceptions of student-centredness in a positive way; 2. UoTs have distinct
student profiles that necessitate targeted interventions for implementing
student-centredness; 3. Transforming learning spaces at UoTs into interactive and
supportive environments is critical for implementing student-centredness, and
4. Teacher training interventions focusing on students' needs are essential
for fostering a student-centred classroom.