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All Journal International Journal of Evaluation and Research in Education (IJERE)
Sanjeev Kumar Jha
Pradhan Mantri Schools for Rising India Kendriya Vidyalaya Air Force Station Arjangarh
Education

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Classroom environment and student-centered pedagogy as predictors of learning outcomes and 21st-century skills in Indian higher education D. Appala Naidu; Sanjeev Kumar Jha; Pradeep Kumar Yadav; Atul Gautam; Mamta Ahuja; Priya Sharma
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39898

Abstract

This study explores the association of classroom environments and students centered pedagogical practices on student learning outcomes (LO) and the 21st-century skills development in Indian higher education (IHE). Despite the National Education Policy (NEP) 2020 strongly advocating learner-centered pedagogy, a gap exists between policy vision and classroom practice. Using a cross-sectional survey, the data were collected from 320 students enrolled in higher education institutions (HEIs) in Delhi (India). The study employed the self-developed tools, including students’ perception on classroom environment scale (SPCES), and students’ centric pedagogical practices scale (SCPPS), along with measures of perceived LO and 21st-century skills. Statistical analyses, including factor analysis, Chi-square, analysis of variance (ANOVA), and multiple regression, were conducted. The findings reveal that classrooms having innovative environment (InnE) and interactive environment (IntE) are significantly associated with LO and 21st-century skills. Instructional and assessment quality (IAQ) emerged as the strongest predictor of LO, followed by technology-enhanced learning modes (TELM). The study concludes traditional teacher-led models still dominate in the classroom, despite NEP reform. This paper highlights the need for systematics pedagogical transformation, supported by faculty development, and alignment of classroom practices with NEP in India and comparable Global South contexts.
Co-Authors Atul Gautam D. Appala Naidu Mamta Ahuja Pradeep Kumar Yadav Priya Sharma