Effective student-centered teaching in higher education

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This workshop explores how to design and implement effective student-centered learning environments (SCLEs) that foster deeper learning outcomes. Rooted in empirical research on teaching effectiveness, the course will provide instructors with strategies and tools to engage students actively, stimulate critical thinking, and enhance motivation. Participants will reflect on their own teaching practices, discuss challenges, and develop concrete action plans for applying student-centered methods in their courses.

The course is structured in two parts. Between the sessions, participants will apply selected approaches in their own teaching practice, enabling participants to focus on transfer, experimentation, and reflection. This design allows participants to not only acquire new concepts and methods, but also test and refine them in their own teaching context.

Participants will

• Understand key principles of student-centered learning and teaching (SCLT) and their impact on student engagement and achievement​.
• Apply research-based instructional strategies that support cognitive activation, formative assessment, and active student participation​.
• Develop actionable plans to integrate student-centered methods into their courses and foster a collaborative learning environment​.
• Reflect on and critically discuss the implementation of student-centered teaching strategies in their own courses, including perceived effects on student engagement and learning.

Part 1: Foundations and Design of Student-Centered Learning (Tuesday, September 22, 2026):
This session introduces the core principles of effective student-centered learning and teaching (SCLT) in higher education. Building on empirical research on teaching effectiveness, participants explore key design features of student-centered learning environments, including cognitive activation, social interaction, formative assessment, and clarity of instruction.

Participants engage with concrete instructional strategies (e.g., warm/cold calling, formative feedback techniques, sandwich principle) and reflect on their own teaching practices. The session provides a structured framework and practical guidance to support the redesign of teaching.

Following the session, participants independently design and implement a student-centered teaching intervention in one of their own courses, allowing them to apply the concepts in their specific disciplinary context.

Part 2: Reflection, Peer Learning and Advanced Practice (Tuesday, November 17, 2026)
This session focuses on reflecting on and deepening participants’ experiences with implementing student-centered teaching practices. Participants present and discuss their interventions, share insights and challenges, and engage in structured peer feedback.

Building on these experiences, the session further develops participants’ teaching practices by addressing common implementation challenges and strengthening constructive alignment between learning objectives, teaching activities, and assessment. Selected advanced topics (e.g., activating students in large classes, fostering participation and engagement, or refining feedback practices) are discussed based on participants’ needs.

• Interactive presentations 
• Hands-on activities
• Small-/Large-group discussions
• Reflective journaling
• Peer feedback and exchange on teaching practices
• Individual teaching experiments (between the two course parts)

Assignment between sessions (Part 1 and Part 2): Participants will carry out a small teaching experiment in one of their courses. The aim is to apply and reflect on student-centered teaching practices in a real teaching context. In particular, participants:

• Select a course session or teaching unit of their own
• Design and implement at least one student-centered intervention (e.g., cognitive activation, active learning methods, formative assessment)
• Observe and document student engagement and learning (e.g., through informal feedback, short surveys, or personal/peer observations)
• Reflect on the experience, including: What was changed compared to previous teaching (before/after)? What worked well – and why? What challenges emerged? How did students respond? How did you as instructor experience the change? What would you adapt in the future? What lessons were learned?

Participants prepare a short reflection (1-2 slides with written notes and a brief written summary) and present their experience (~10 minutes) in the second session. This assignment is an integral part of the course and is the basis for discussion, peer learning, and further development in Part 2.

• University instructors and lecturers who wish to enhance student engagement.
• Faculty members looking to shift from a teacher-centered to a student-centered approach.
• Higher education professionals responsible for curriculum and instructional design.
• Educators interested in integrating digital tools and active learning strategies in their teaching