Higher education institutions are sanctuaries of knowledge and learning, yet they often struggle with growth, modernization, and adaptation to change. Despite the central role academic institutions play in fostering intellectual advancement, academic institutions can be slow to implement the very knowledge they give rise to (Bowles, 2022). A key challenge academic institutions face is their rigidity, as change resistance is a major obstacle across all academia, particularly regarding instruction and pedagogy (Werth & Williams, 2021). This resistance to change, deeply rooted in a preference for traditional teaching methodology, significantly impacts the educational landscape as academic institutions struggle with the implementation of educational trends and insights from peer-reviewed, data-driven research on teaching and learning (Altowairiki, 2023). This rigidity not only stifles the advancement of teaching practices, but also fails to address the diverse needs of students .
Research consistently shows that students benefit from interactive and inclusive teaching methods that are student-centered (Werth & Williams, 2021). Despite the breadth of knowledge in this domain of pedagogy, many educators continue to dismiss or ignore such findings, perceiving new pedagogical trends as fleeting and unsubstantial. This skepticism towards educational advancement is not just an individual preference but a systemic issue, reflective of a broader institutional culture that often values tradition over progress (Bowles, 2022). There is a critical need in academic institutions for the adoption of inclusive teaching methods such as the Universal Design for Learning (UDL) framework, or other student-centered learning methodologies that focus on catering to the diverse needs and learning styles of all students.
Universal Design for Learning is one such student-centered methodology. The UDL framework emphasizes flexibility in teaching methods, materials, and assessments, aiming to accommodate the diverse ways students process information and learn (About Universal Design for Learning, n.d.). By integrating student-centered learning principles such as UDL into instruction, educators can create more inclusive learning experiences that recognize and address the variability in student learning. A student-centered approach not only benefits students with specific learning needs, but also enhances the overall learning experience for the entire student body (Supiano, 2018). Student-centered learning shifts the educational focus from the teacher to the student, enabling learners to actively participate in their own educational journey (About Universal Design for Learning, n.d.). Pedagogical methodologies such as UDL cultivate critical thinking, creativity, and problem-solving skills. Furthermore, student-centered learning creates an environment that promotes collaboration, dialogue, and exploration; key components for equipping students to navigate and succeed in the modern, post-Covid world (Galkienė & Monkevičienė, 2021).
Incorporating student-centered pedagogies into academic settings transcends merely enhancing academic outcomes; it plays a pivotal role in promoting equity in education. Traditional learning environments often fail to accommodate the diverse challenges faced by students from varied socioeconomic, cultural, and linguistic backgrounds. In contrast, student-centered learning approaches are inclusive, offering the needed flexibility and support to ensure equitable learning opportunities for every student. Traditional teaching methods overlook diverse student backgrounds, often leading to a generalized, one-size-fits-all approach that marginalizes those not fitting into the mainstream mold. This not only perpetuates systemic inequalities in education, but also disproportionately impacts students from underprivileged backgrounds, making it difficult for them to engage with and benefit from the curriculum.
The advancement towards student-centered learning methodologies within higher education is not just a goal steeped in pedagogy alone; it is a profound commitment to social justice and the principles of diversity, equity, inclusion, justice, and belonging. A student-centered approach champions equity by ensuring that all students, regardless of their socioeconomic, cultural, linguistic backgrounds, or disabilities, are provided with an education that caters to their individual needs and learning styles (Almeqdad et al., 2023). The goal of UDL for example, can be summarized in one simple sentence: reduce barriers to learning. By embracing student-centered learning pedagogy, academic institutions can dismantle the barriers erected by traditional, one-size-fits-all teaching models that have historically marginalized students who deviate from the mainstream mold.
The integration of student-centered learning methodologies in higher education, such as Universal Design for Learning, signifies a profound shift beyond just an evolution in teaching methods; it marks a critical transformation in our educational approach. This change is vital not only for the growth and modernization of academic institutions, but also in cultivating an educational environment that is more equitable, inclusive, and dynamic. Adopting student-centered learning methods confronts and challenges the rigid, tradition-laden structures that have long restricted the potential of diverse learners. By adopting these forward-thinking educational strategies, higher education institutions can dismantle the barriers of educational inequity, champion social justice, and truly fulfill their role as beacons of knowledge and learning. Additionally, the transition to student-centered learning is not just a pedagogical shift but a moral shift as well. Student-centered learning ensures that all students have access to an education that acknowledges, respects, and caters to their unique needs, talents, and ambitions. In doing this, academic institutions won't just bolster their relevance in today's world; they will also play a crucial role in forging a more inclusive and enlightened society.
References
About Universal Design for Learning. (n.d.). CAST. Retrieved January 19, 2024, from https://www.cast.org/impact/universal-design-for-learning-udl
Almeqdad, Q., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1). https://doi.org/10.1080/2331186x.2023.2218191
Altowairiki, N. (2023). Universal Design for Learning Infusion in online Higher education. Online Learning, 27(1). https://doi.org/10.24059/olj.v27i1.3080
Bowles, K. J. (2022, January 10). Why Can’t Higher Education Change? Inside Higher Ed | Higher Education News, Events and Jobs. https://www.insidehighered.com/blogs/just-explain-it-me/why-can%E2%80%99t-higher-education-change#
Galkienė, A., & Monkevičienė, O. (2021). Improving Inclusive Education through Universal Design for Learning. In Inclusive learning and educational equity. https://doi.org/10.1007/978-3-030-80658-3
Supiano, B. (2018, May 6). Traditional Teaching May Deepen Inequality. Can a Different Approach Fix It? The Chronicle. Retrieved January 19, 2024, from https://www.chronicle.com/article/traditional-teaching-may-deepen-inequality-can-a-different-approach-fix-it/
Werth, E., & Williams, K. (2021). Learning to be open: instructor growth through open pedagogy. Open Learning: The Journal of Open and Distance Learning, 38(4), 301–314. https://doi.org/10.1080/02680513.2021.1970520
Altowairiki, N. (2023). Universal Design for Learning Infusion in online Higher education. Online Learning, 27(1). https://doi.org/10.24059/olj.v27i1.3080
Bowles, K. J. (2022, January 10). Why Can’t Higher Education Change? Inside Higher Ed | Higher Education News, Events and Jobs. https://www.insidehighered.com/blogs/just-explain-it-me/why-can%E2%80%99t-higher-education-change#
Galkienė, A., & Monkevičienė, O. (2021). Improving Inclusive Education through Universal Design for Learning. In Inclusive learning and educational equity. https://doi.org/10.1007/978-3-030-80658-3
Supiano, B. (2018, May 6). Traditional Teaching May Deepen Inequality. Can a Different Approach Fix It? The Chronicle. Retrieved January 19, 2024, from https://www.chronicle.com/article/traditional-teaching-may-deepen-inequality-can-a-different-approach-fix-it/
Werth, E., & Williams, K. (2021). Learning to be open: instructor growth through open pedagogy. Open Learning: The Journal of Open and Distance Learning, 38(4), 301–314. https://doi.org/10.1080/02680513.2021.1970520
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Learning Design