Implementing learner-centred approaches for sustainable futures in the teaching of social studies in Malawian secondary schools

Abstract

The Malawi government introduced Social Studies in 1995 as a subject to develop active citizenship skills, and transferable skills in learners for democratic living an sustainable livelihoods. Furthermore, in 2015, the Ministry of Education reformed the secondary school curriculum from teacher-centred to student-centred. The goal was to improve the quality of education. The objectives of Social Studies are to allow learners to make decisions and carry out activities to improve their quality of life and empower learners to develop an understanding of their instantaneous environments. Since the adoption of the new curriculum, little research has been conducted to explore how secondary school teachers implement learner-centred methods, hence the focus of this article. The study used progressivism educational philosophy and associated learning theory which focuses on learner-centred, experiential learning as its framework. Three categories of public secondary schools were involved namely national, conventional, and community day schools. A qualitative design was employed. Data were generated using documents, interviews, and observations. Findings indicated that Social Studies teachers could use learnercentred approaches, though with some challenges. The study concluded that Social Studies teachers are capable of using learner-centred approaches successfully if given sufficient support such as adequate textbooks and other learning materials. The researchers noted that there is a need to provide adequate teaching and learning materials in secondary schools.

Keywords: sustainable educational futures, learner-centred approaches, social studies, progressivism educational philosophy