Learner-Centered Education Across Asia

Abstract

Pedagogical reform is essential to equip the workforce to meet the requirements of a global knowledge-based economy, which demands that students become lifelong learners who are self-directed, adaptable, and innovative. Recognizing the significance of learner-centered teaching, numerous reforms have been initiated across Asia. To assess these developments, systematic literature reviews and meta-analyses have been conducted, focusing on policies and practices of learner-centered teaching in selected Asian countries. These reviews, encompassing studies published since 1950 AD, integrate findings from various sources to provide a comprehensive overview of the implementation and impact of learner-centered teaching across the region. Learner-centered teaching has emerged as the most rapidly advancing and prominently emphasized component of curriculum development and pedagogical reform throughout Asia. Despite its increasing prominence, the implementation and resultant impact of learner-centered teaching exhibit considerable variation across different regions within Asia. This article first discusses findings from five East Asian countries - Nepal, India, China, Japan, and Korea - followed by results from Vietnam, Malaysia, and Singapore in Southeast Asia. This study indicates that although learner-centered learning originated in Western countries, its impact is progressively increasing throughout Asia. Despite the long-standing presence of philosophies like Hinduism, Buddhism, and Confucianism in the region, many Asian countries are now showing a strong influence of Western educational frameworks. This shift reflects a broader adoption of learner-centered principles in Asian education systems. The integration of these principles signifies a move towards modern educational practices within the context of longstanding cultural traditions.