SYLLABUS DEVELOPMENT FOR TEACHER INPUT IN STUDENT-CENTERED LEARNING
DOI:
https://doi.org/10.59787/2413-5488-2025-49-1-115-128Abstract
Modern didactic practice called Student-Centered Learning (SCL) promotes a learning process that is flexible, adaptable to individual student needs. This paper offers an examination of general education cycle discipline syllabi within the framework of SCL, focusing on the customization of syllabi to meet student needs and tracing their developmental trajectory. Employing both bibliographic and content analysis methodologies, this study illuminates the distinctive features and evolutionary patterns of SCL syllabi. Notably, it identifies a wide array of assignment formats and types evident in syllabi sourced from the Department of General Education Disciplines. The syllabi are a key document in discipline-based teaching, regarding instructions, course content, and student teaching and learning dynamics. The findings of the study help deepen our comprehension of syllabus evolution within the SCL paradigm and provide valuable insights for educational practitioners and curriculum developers.
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