It is challenging for Lecturers to adopt a student-centered approach where students take full responsibility for their learning. Lecturers need to act as facilitators and evaluators in their instructional approach. In SCL, learners are active and responsible for their learning, which requires Lecturers to be responsive and evaluative. Key areas identified in an instruction-centered approach between lecturer and student participation:

1. Lecturer Roles and Responsibilities
   The role of the lecturer shifts from being the primary source of knowledge to a facilitator of learning. This involves guiding students to explore, critically analyze, and apply knowledge rather than passively receiving it. Lecturers must design learning experiences that encourage active participation, foster collaboration, and promote problem-solving.
   
   
2. Learning Outcomes
   Learning outcomes in SCL focus not only on knowledge acquisition but also on skills development and personal growth. Outcomes are often framed around higher-order thinking skills, such as critical analysis, creativity, and the ability to apply knowledge in real-world contexts.
   
   
3. Evaluation of Outcomes and Performance
   Evaluation in an SCL framework is dynamic and continuous. Instead of relying solely on traditional exams, lecturers employ a variety of assessment methods such as peer reviews, self-assessments, project-based evaluations, and reflective journals. This allows for a more comprehensive evaluation of a student’s progress and performance.
   
   
4. Material Environment
   The physical and digital learning environments play a crucial role in supporting SCL. Classrooms must be designed to encourage collaboration, with flexible seating arrangements and access to technology. Digital platforms should facilitate communication, resource sharing, and interactive learning.
   
   
5. Power Dynamics between Lecturers and Learners
   SCL aims to balance the traditional power dynamics between lecturers and students. In this model, authority and decision-making are shared, fostering a more democratic and participatory classroom culture. Lecturers encourage students to voice their opinions, contribute to discussions, and take part in decisions regarding their learning process. This shift empowers students to take responsibility for their learning while building their confidence and independence.

Student-Centered Learning (SCL) is an educational approach that shifts the focus from teaching to learning and puts students at the center of the learning experience. Students are encouraged to play an active role and are responsible for the learning process while faculty facilitate, guide and support this process. SCL includes several strategies, such as:

• Collaborative Learning
  Encourages students to work together, which promotes teamwork, communication and problem solving.
  
  
• Self-Paced Learning
  Allows students to control the pace of their learning and adapts to different learning paces and styles.
  
  
• Experiential Learning
  Provides real-world applications of concepts, making learning relevant and meaningful.

Student-centered learning (SCL) has long been widely recognized as one of the learning methods. The traditional way of learning that views the teacher as the expert and the main source of learning makes classroom learning boring for students. Changes in the learning environment are needed so that student learning can develop optimally and achieve the expected skills. The changing educational paradigm has encouraged teacher- and student-centered learning process (Partiwi, 2023). Here are some methods in student centered learning:

Implementing SCL isn’t without its hurdles. Here are some challenges many lecturers face:

• Balancing Curriculum Requirements
  Implementing SCL practices while covering required curriculum content can be challenging. Balancing flexibility with curriculum standards requires careful planning.
  
  
• Time Constraints
  SCL often requires more time for preparation and classroom activities, which can be difficult to manage on a tight schedule.
  
  
• Assessing Student Progress
  Traditional assessment methods may not fully capture learning in a student-centered environment and alternative, often more complex, assessment strategies may be required.

Practical tips to overcome challenges Integrate SCL incrementally:

• Start by Integrating SCL Techniques Into One or Two Courses per Semester
  This incremental approach will help you refine what works best in your teaching practice over time.
  
  
• Leverage Technology
  Digital tools, such as learning management systems and online discussion forums, can facilitate collaborative learning and self-paced modules, making the implementation of SCL more manageable.
  
  
• Encourage Reflective Practice
  Encourage students to keep diaries and portfolios to document their progress and reflections on their learning. This approach can help both students and faculty track growth beyond traditional assessments.

The adoption of student-centered learning approaches has revolutionized education in various contexts, including higher education. Cheng & Yang (2023) based on their research entitled “Impact of Smart Classrooms Combined with Student-Centered Pedagogies on Rural Students’ Learning Outcomes: Pedagogy and Duration as Moderator Variables” explains that Project-Based learning (PjBL) was introduced to final-year students to address renewable energy challenges. Teams of students collaborated to design innovative solutions such as solar-powered irrigation systems. This hands-on approach significantly improved their problem-solving skills. The students not only mastered theoretical concepts but also gained practical experience, producing prototypes that attracted industry interest. Professors noted an increase in student engagement and confidence, with many graduates crediting PjBL for their successful transition into professional roles.

In medical schools, Problem-Based Learning (PBL) has transformed traditional rote learning into dynamic case-based discussions. Students are exposed to complex clinical cases, which require them to analyze symptoms, research medical literature, and propose a diagnosis collaboratively. Mirroring findings in rural education, medical students showed marked improvement in critical thinking and teamwork. At one institution, PBL was credited with improving diagnostic accuracy among graduates, as they developed a holistic approach to patient care. Graduates often highlight this method as instrumental in their ability to navigate real-world medical scenarios with confidence.

The business and management programs have also implemented Team Based Learning (TBL) very well. In these programs, students engage in rigorous pre-class preparation, followed by interactive team discussions to solve real-world business challenges. A leading business school reports that TBL improves decision-making and collaborative abilities among students, fostering an environment where peer learning flourishes. The results are very similar to those observed in research in rural schools: higher academic achievement and more effective teamwork.