Learner Autonomy in Student-Centered Learning: Undergraduate Students’ Views on Benefits and Challenges

Abstract

There is a growing emphasis on student-centred learning (SCL) rather than teacher-centred learning (TCL). However, there has been little research on the perceptions of undergraduate students in public universities in Karachi, Pakistan, particularly regarding the benefits and challenges they identify in developing learner independence and autonomy. The data for this qualitative study were obtained through open-ended questionnaires and semi-structured interviews with students from three departments at a public university. The findings revealed that students experienced benefits of SCL, including real-world skills, knowledge, collaboration, enhanced confidence, increased engagement and motivation, improved problem-solving and critical thinking, and increased retention and productivity. The significant challenges identified include limited resources, self-doubt, poor time management, and pressure from their academic workload. The study concludes that SCL within postsecondary educational settings is a critical factor in developing students in their learning journey. It is essential to improve educational practices in Pakistan and identify ways to address students’ concerns about their learning experience. Future studies should examine longitudinal changes in students' perceptions of student-centred learning (SCL), including data from a larger number of universities to generalise the findings more broadly, and examine teachers’ views to obtain a more complete understanding of the value of SCL.