From Teaching to Learning Agency: Developing and Validating a Framework for Student-Centered Pedagogy in Contemporary Education

RESEARCH ARTICLE Learner-Centered Pedagogical Practices and Learners’ Academic Engagement at Turod Elementary School

Teacher leadership for effective learner discipline in digital learning and inclusive education: From policy to classroom practice

Although national education policies promote equity, inclusion, learner discipline, and digital integration, limited attention has been given to how teacher preparation equips Foundation Phase teachers to exercise leadership in managing learner discipline in digitally mediated and inclusive classrooms. The study explored how teacher leadership supports effective learner discipline in digital learning and inclusive education contexts by examining teachers’ preparedness and the translation of policy expectations into classroom practice. The study was grounded in an interpretivist paradigm and adopted a qualitative research approach. A multiple-case study design was employed to gain an in-depth understanding of teachers' lived experiences across different school contexts. Six Foundation Phase teachers from three primary schools were purposively selected as participants. Data were generated through semi-structured interviews, which enabled participants to share their views on their preparedness, experiences, and challenges in managing learner discipline in digital and inclusive learning environments. The data were analysed thematically to identify recurring patterns, meanings, and themes in the participants’ responses. The study was informed by transformative leadership theory and inclusive education frameworks, foregrounding principles of equity, social justice, learner diversity, and responsiveness in technology-enhanced learning contexts. The preliminary findings reveal that while teachers recognise the importance of positive learner discipline in online, blended, and technology-supported classrooms, many feel underprepared to assume leadership roles in digital classroom management. The main challenges include limited formal training in digital discipline strategies, inadequate professional development opportunities, insufficient school-based digital conduct policies, and a lack of clear institutional guidance for managing learner behaviour in inclusive digital environments. The findings further suggest that teacher leadership in digital discipline is weakened when teachers are expected to implement policy without adequate preparation, resources, and professional support. The study concludes that strengthening teacher leadership for effective learner discipline in digital and inclusive classrooms requires deliberate investment in both pre-service and in-service teacher education. It recommends integrating digital discipline competencies, inclusive pedagogical strategies, digital citizenship, and early years leadership development into teacher education programmes. The study also highlights the need for professional learning communities, clear school-based digital discipline policies, and targeted capacity-building initiatives. Closing the gap between policy and classroom practice can enhance teachers’ leadership capacity, promote equitable learner participation, and improve learning outcomes in digitally evolving inclusive educational contexts.

Critical Reflection as a Pedagogical Process for Teacher Professional Development through Participatory Action Research

Reflective practice is widely promoted in teacher professional development and theorized as an individual and technical activity with limited pedagogical process and consequences. This study conceptualizes critical reflection as a pedagogical process rooted within collaborative and participatory professional learning. Drawing on a qualitative participatory action research, this study was conducted with basic and secondary level school teachers in the institutional school located in Koshi Province, Nepal. It examines how critical reflection considers teachers’ curriculum engagement, pedagogical improvement, and professional agency through collaborative engagement. Data were collected through focus group discussions, semi-structured interviews, and reflective notes and analyzed through narrative analysis. The findings show that critical reflection fosters reflective engagement for curriculum understanding, collaborative commitment to exploring innovative pedagogical practices, shifts from traditional to student-centered teaching-learning, and robust connections between students’ learning and teachers’’ professional growth. The study extends transformative learning theory by demonstrating critical reflection as a dialogic and socially mediated process for teachers’ professional development. The findings suggest that teachers’ professional learning can be strengthened when critical reflection is positioned as a pedagogical process rather than technical instrument.

From Exploration to Facilitation: The Affective Journeys of High School Math Teachers Adopting Project-Based Learning

Project-based learning (PBL) holds significant promise as a student-centered instructional approach in secondary mathematics, yet teachers’ capacity to leverage it for diverse learners is deeply shaped by their affective experiences during implementation. This narrative inquiry examines the affective journeys of three high school mathematics teachers as they adopted PBL in classrooms characterized by varied student readiness levels and engagement profiles. We document teachers’ affective journeys as they experience initial PBL awareness, participate in active experimentation, and work toward forming emerging commitments and facilitator identities. Analysis of focus groups and interviews reveals three affective tensions: comfort versus transformative reflection, epistemic ideals versus ontological school realities, and career risk versus identity change. The findings demonstrate how teachers can navigate iterative methods of trial, how teacher educators can better support future teachers’ use of student-centered pedagogies, and how administrators can be aware of the impact that teacher affect can have on performance and pedagogy. Implications address how this broader education community can support differentiated, inquiry-based mathematics instruction. This support can be advanced through scope-controlled projects, micro-evidence portfolios, and incremental adoption pathways. These approaches honor teachers’ emotional labor while supporting their sustained use of student-centered learning strategies intended to broaden opportunities for participation and learning in mathematics classrooms.

Academic Involvement in Learner-Centered Teaching Environments: Evidence from Lunac Primary School

Learner-centered teaching has gained increasing prominence as an instructional approach capable of fostering meaningful academic involvement among primary school learners. Academic involvement—conceptualized as learners’ behavioral participation, emotional engagement, and cognitive investment—is widely recognized as a crucial determinant of learning success. However, empirical studies that closely examine how learner-centered teaching environments shape academic involvement from the perspectives of both teachers and learners remain limited, particularly in rural public primary schools. This qualitative case study investigated how learner-centered pedagogical practices were enacted at Lunac Primary School and how these practices influenced learners’ academic involvement. Data were generated through classroom observations, focus group discussions with learners, and semi-structured interviews with teachers. Thematic analysis revealed four interconnected themes: (1) dialogic instruction as a catalyst for behavioral involvement, (2) learner autonomy as a foundation of emotional engagement, (3) collaborative learning as a mechanism for sustained participation, and (4) instructional scaffolding as support for cognitive involvement. Learner and teacher narratives illustrate how academic involvement was strengthened when these practices were intentionally aligned. The study underscores the value of learner-centered environments in promoting active, motivated, and reflective learning in primary education.

Non-Evaluative Classroom Observations: A Framework For Professional Growth and Pedagogical Excellence

Persistent deficiencies in teacher training continue to hinder progress toward pedagogical excellence. In the absence of consensus among colleagues, administrators, and students regarding instructional challenges, traditional evaluation methods fail to facilitate substantive professional growth. High-stakes assessments frequently result in anxiety, defensiveness, and superficial compliance rather than authentic improvement. This article presents a framework for nonjudgmental classroom observation, detailing its theoretical underpinnings, core principles, and methodologies. Drawing on empirical research from K-12, higher education, and English as a Second Language (ESL) contexts, it demonstrates that non-evaluative observation preserves professional dignity during development. The framework comprises three stages: pre-observation goal-setting and relationship-building, structured formative observation centered on inquiry, and post-observation reflective dialogue to support self-directed growth. In contrast to traditional evaluative models that prioritize accountability, this approach conceptualizes classroom observation as a collaborative learning process facilitated by peer teachers, instructional coaches, counselors, and other staff members. Evidence from diverse educational settings indicates that fostering psychological safety and trust enables meaningful pedagogical development, enhances teacher self-efficacy, and cultivates a culture of continuous professional growth. The article concludes with practical recommendations for educational leaders, policymakers, and professional development coordinators to implement non-evaluative observation systems that recognize skill differences, uphold professional dignity, and advance authentic teaching excellence.