STUDENT-CENETERED LEARNING AND ITS EFFECT ON THE CAREER DEVELOPMENT: CONCEPTUAL FRAMEWORK This research PHDF-23-7515 has been supported by Shota Rustaveli National Science Foundation of Georgia (SRNSFG).
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Abstract
In 2005, upon joining the Bologna process, one of the principal challenges faced by the Georgian education system was the integration of a student-centered learning within Georgian higher education. Although a specific definition of student-centered learning is not outlined, its primary objective is to cultivate a learning environment customized to the student's interests and capabilities. The Leuven/Louvain-la-Neuve Ministerial Communiqué underscores that student-centered learning aids students in acquiring the skills crucial for navigating a dynamic labor market. Therefore, the purpose of the present study was to develop a conceptual framework based on the narrative literature review, focusing on student-centered learning and its influence on career success. Student-centered learning comprises two core components. The first component pertains to the institutional conditions required for its introduction and implementation, while the second component encompasses innovative teaching methodologies. Through the conducted analysis, the skills acquired as a consequence of the student-centered approach, imperative for prospering in the labor market, were identified. These include problem-solving abilities, creative and critical thinking, communication skills and teamwork. In addition to the skills acquired through student-centered learning, influence on career success is exerted by various other factors. These encompass external (objective) and internal (subjective) criteria, along with variables related to human capital.
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