| Summary: | Abstract
This contribution proposes student-centred learning environments
(SCLEs) as an instrumental notion for teachers and institutions
in higher education. SCLEs are viewed as spaces for learning that
enable students to address unique learning interests and needs,
to meet institutional requirements as well as engage with knowledge,
resources, tools, or people in order to learn. To clarify the notion,
the article problematizes the idea of student centrality and discusses
key assumptions following perspectives to learning that emphasize
students’ responsibility, when also being provided with the necessary
guidance and support in the process. The article identifies a set
of principles to be considered when designing such learning environments
in higher education. Two examples of course designs in software
engineering and legal education are examined and discussed in an
attempt to illustrate how these principles are employed in these
two contexts. By accounting for the fact that SCLEs can cater, foster
and support student learning, the article makes a case that such
environments need to be carefully crafted. Ultimately, this contribution provides
a toolbox for teachers and higher education programmes in higher
education, which could be employed to enhance the quality of teaching
and learning.
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