Learner-centred Approaches to Teaching and Learning: Implications for Education 5.0 in Zimbabwean Universities

Abstract

In the history of educational approaches, the learner-centred school of thought is regarded as reflecting pragmatic philosophy. In this approach, the teacher consciously designs a curriculum and uses teaching strategies that meet the needs and interests of the learner. John Dewey, the famous American philosopher, popularised this philosophy at his laboratory school at the University of Chicago back in the 19^th century, yet the theory has not found much traction in Zimbabwean state universities until the advent of Education 5.0 in 2020. In this paper, the authors revisit the concept of learner-centred education in the teaching process at university level and make a strong plea for its use as a solution to attaining Education 5.0. This paper focuses on the learner-centred concept showing its historical perspective, principles, methodology, and curriculum that point to problem solving at university level. The paper used the historical and philosophical approaches in analysing this crucial concept that has been brought back to focus by Education 5.0 in the current era.