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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) Journal of Accounting Research, Utility Finance and Digital Assets (JARUDA)
Aadil Hussain Mir
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Religion Humanities Economics, Econometrics & Finance Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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LEARNER-CENTERED PEDAGOGIES: TRANSFORMING EDUCATION FOR THE 21ST CENTURY Aadil Hussain Mir
Journal of Accounting Research, Utility Finance and Digital Assets Vol. 3 No. 4 (2025): April
Publisher : PT. Radja Intercontinental Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/jaruda.v3i4.217

Abstract

Learner-centered pedagogy (LCP) is an innovative and transformative approach that shifts the traditional education model from teacher-driven instruction to a student-focused learning environment. This pedagogy emphasizes active engagement, collaboration, and personalized learning, encouraging students to take ownership of their education. Rooted in constructivist, experiential, and humanistic learning theories, LCP fosters critical thinking, problem-solving, and lifelong learning skills essential for the 21st century. Despite its numerous benefits, such as improved academic performance, increased motivation, and deeper knowledge retention, LCP faces significant challenges, including teacher resistance, assessment difficulties, and resource constraints. This paper explores the principles, strategies, benefits, and challenges of LCP, supported by theoretical frameworks and empirical evidence. Additionally, it examines successful case studies from different educational settings and discusses the future of learner-centered approaches, including the integration of technology, AI-driven personalized learning, and policy reforms. By embracing LCP, educators and policymakers can create more inclusive, adaptive, and effective educational systems that prepare students for the complexities of modern society.
CONSTRUCTIVIST LEARNING THEORY: A FRAMEWORK FOR STUDENT-CENTERED INSTRUCTION IN THE 21ST CENTURY CLASSROOM Aadil Hussain Mir; Mohammad Nazmul Alam; Akash Modi
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3456

Abstract

The 21st-century classroom calls for pedagogical approaches that nurture critical thinking, creativity, collaboration, and problem-solving among learners. Constructivist Learning Theory offers a robust framework for achieving these goals by emphasizing active engagement, experiential learning, and knowledge construction rooted in real-life contexts. Grounded in the foundational theories of Jean Piaget and Lev Vygotsky, constructivism promotes student-centered instruction that values inquiry, exploration, and social interaction as central to the learning process. This paper explores the theoretical basis of constructivism and its practical application in modern educational settings. It discusses key instructional strategies such as project-based learning, inquiry-based learning, and collaborative learning, all of which align with the constructivist paradigm. Additionally, the paper highlights the evolving role of teachers as facilitators, the importance of learner autonomy, and the integration of educational technology as a cognitive tool. Using a qualitative methodology, the study relies on secondary sources, including peer-reviewed literature, educational policy documents, and theoretical analyses, to examine the relevance and impact of constructivist teaching in today’s classrooms. The findings support the view that constructivism provides a compelling framework for designing meaningful, learner-driven instruction that equips students with essential skills for success in the 21st century.
Constructivist Learning Theory: A Framework for Student-Centered Instruction in the 21st Century Classroom Aadil Hussain Mir; Mohammad Nazmul Alam; Akash Modi
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3525

Abstract

The 21st-century classroom calls for pedagogical approaches that nurture critical thinking, creativity, collaboration, and problem-solving among learners. Constructivist Learning Theory offers a robust framework for achieving these goals by emphasizing active engagement, experiential learning, and knowledge construction rooted in real-life contexts. Grounded in the foundational theories of Jean Piaget and Lev Vygotsky, constructivism promotes student-centered instruction that values inquiry, exploration, and social interaction as central to the learning process. This paper explores the theoretical basis of constructivism and its practical application in modern educational settings. It discusses key instructional strategies such as project-based learning, inquiry-based learning, and collaborative learning, all of which align with the constructivist paradigm. Additionally, the paper highlights the evolving role of teachers as facilitators, the importance of learner autonomy, and the integration of educational technology as a cognitive tool. Using a qualitative methodology, the study relies on secondary sources, including peer-reviewed literature, educational policy documents, and theoretical analyses, to examine the relevance and impact of constructivist teaching in today’s classrooms. The findings support the view that constructivism provides a compelling framework for designing meaningful, learner-driven instruction that equips students with essential skills for success in the 21st century.
EDUCATIONAL PHILOSOPHY OF JIDDU KRISHNAMURTI WITH SPECIAL REFERENCE TO PEACE EDUCATION Aadil Hussain Mir; Rafiyah Rasool
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 4 (2024): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i4.1839

Abstract

The objective of this paper looks at educational philosophy and concept of peace and peace education of the most influential Indian philosopher jiddu krishnamurti. He thought that knowledge about life and ourselves is gained at both the beginning and the end of education. The nourishment of kindness is education, and goodness cannot flourish in the presence of fear. Krishnamurti gives the unique concept of peace and peace education and how it can be used as a weapon to end the conflicts and violence throughout the world. In this paper investigator used the philosophical method and for the data collection primary and secondary sources are used. Overall the study reflected krishnamurti’s educational philosophy for the balanced development of the child. As per krishnamurti Peace cannot be attained by any philosophy or via legislation; it can only be attained when each of us starts to comprehend how our own minds work. If we wait for some new system to bring about peace instead of taking personal responsibility, we will only end ourselves as its slaves.
CRITICAL ANALYSIS OF PAULO FREIRE'S "PEDAGOGY OF THE OPPRESSED" Aadil Hussain Mir; Dr. R. Sivakumar
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 5 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.1891

Abstract

Paulo Freire's "Pedagogy of the Oppressed," first published in 1968, is a seminal work in educational theory that critiques traditional educational practices and offers a revolutionary framework for learning. Freire challenges the "banking model" of education, where students are passive recipients of knowledge, advocating instead for a "problem-posing" model that emphasizes dialogue, critical thinking, and active engagement. Central to Freire’s pedagogy is the concept of critical consciousness, or conscientização, which involves developing an awareness of social, political, and economic forces that shape one’s life. Freire argues that education should be a collaborative process that empowers students to question and transform oppressive structures in their society. By fostering a more participatory and democratic learning environment, Freire’s approach aims to liberate both students and educators from traditional hierarchies and promote social justice. "Pedagogy of the Oppressed" has significantly influenced educational practices and social movements worldwide, emphasizing the role of education in achieving personal and collective emancipation. Despite criticisms regarding its feasibility and implementation, Freire’s work remains a foundational text in critical pedagogy, providing valuable insights into the potential of education as a transformative tool for societal change.
Co-Authors Akash Modi Dr. R. Sivakumar Mohammad Nazmul Alam Rafiyah Rasool