Teacher versus student-centered learning in higher education: Which model best promotes equity and inclusion in Ghana?
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| Title: | Teacher versus student-centered learning in higher education: Which model best promotes equity and inclusion in Ghana? |
|---|---|
| Authors: | Akoto-Baako, H.1, Heeralal, P. J. H.1, Ndwandwe, N. D.2 |
| Source: | South African Journal of Higher Education. Jun2026, Vol. 40 Issue 3, p1-15. 15p. |
| Subject Terms: | *Student-centered learning, *Educational equalization, *Educators, *Critical pedagogy, Social constructivism, Capabilities approach (Social sciences) |
| Geographic Terms: | Ghana |
| People: | Vygotsky, Lev, 1896-1934 |
| Abstract: | This conceptual article explores the discourse of teacher-centred (TC) versus student-centred (SC) through the lenses of Freire's critical pedagogy, Sen's capability approach, and Vygotsky's social constructivism to establish which model best promotes equity and inclusion in Ghanaian higher education. The narrative analysis shows that TC models offer structured delivery but perpetuate hierarchies, while SC approaches may encourage engagement but also require significant institutional support. As such, neither paradigm adequately addresses the challenges of equity and inclusion. Instead, this study proposes a hybrid pedagogical framework that combines (1) scaffolded content delivery, (2) culturally responsive SC adaptations, and (3) strategic digital integration. For effective implementation, the model requires systemic reforms, including teacher development programs and infrastructure investments. The proposed blended approach transcends the TC/SC binary to create an inclusive academic environment in which diverse learners can thrive. This research contributes to the pedagogical discourse in the Global South by offering a context-sensitive model for equitable higher education in resource-constrained settings. [ABSTRACT FROM AUTHOR] |
| Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195007859 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teacher versus student-centered learning in higher education: Which model best promotes equity and inclusion in Ghana? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Akoto-Baako%2C+H%2E%22">Akoto-Baako, H.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Heeralal%2C+P%2E+J%2E+H%2E%22">Heeralal, P. J. H.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ndwandwe%2C+N%2E+D%2E%22">Ndwandwe, N. D.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22South+African+Journal+of+Higher+Education%22">South African Journal of Higher Education</searchLink>. Jun2026, Vol. 40 Issue 3, p1-15. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+constructivism%22">Social constructivism</searchLink><br /><searchLink fieldCode="DE" term="%22Capabilities+approach+%28Social+sciences%29%22">Capabilities approach (Social sciences)</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Vygotsky%2C+Lev%2C+1896-1934%22">Vygotsky, Lev, 1896-1934</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This conceptual article explores the discourse of teacher-centred (TC) versus student-centred (SC) through the lenses of Freire's critical pedagogy, Sen's capability approach, and Vygotsky's social constructivism to establish which model best promotes equity and inclusion in Ghanaian higher education. The narrative analysis shows that TC models offer structured delivery but perpetuate hierarchies, while SC approaches may encourage engagement but also require significant institutional support. As such, neither paradigm adequately addresses the challenges of equity and inclusion. Instead, this study proposes a hybrid pedagogical framework that combines (1) scaffolded content delivery, (2) culturally responsive SC adaptations, and (3) strategic digital integration. For effective implementation, the model requires systemic reforms, including teacher development programs and infrastructure investments. The proposed blended approach transcends the TC/SC binary to create an inclusive academic environment in which diverse learners can thrive. This research contributes to the pedagogical discourse in the Global South by offering a context-sensitive model for equitable higher education in resource-constrained settings. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195007859 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20853/40-3-7066 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 1 Subjects: – SubjectFull: Student-centered learning Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Educators Type: general – SubjectFull: Critical pedagogy Type: general – SubjectFull: Social constructivism Type: general – SubjectFull: Capabilities approach (Social sciences) Type: general – SubjectFull: Ghana Type: general – SubjectFull: Vygotsky, Lev, 1896-1934 Type: general Titles: – TitleFull: Teacher versus student-centered learning in higher education: Which model best promotes equity and inclusion in Ghana? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Akoto-Baako, H. – PersonEntity: Name: NameFull: Heeralal, P. J. H. – PersonEntity: Name: NameFull: Ndwandwe, N. D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10113487 Numbering: – Type: volume Value: 40 – Type: issue Value: 3 Titles: – TitleFull: South African Journal of Higher Education Type: main |
| ResultId | 1 |
