Abstract

The student-centered teaching (SCT) approach, also known as learner-centered or child-centered teaching, is characterized by student participation and a focus on tailoring teaching methodologies to individual student needs, learning styles, skills, and goals. It involves clear skill instruction, reflection on learning and how it is achieved, student control over learning, and collaboration within the classroom community. The benefits of SCT include increased student engagement, improved learning outcomes, and the development of lifelong learning skills. However, it can also face barriers, including the need for extensive planning and preparation, the potential for unequal participation among students, and the need for teacher training and support. Technology can enhance SCT by providing access to a wide range of learning materials and resources, facilitating communication and collaboration, and allowing for personalized and flexible learning. Using a mixed-methods approach, the research examines quantitative data from pre- and post-assessments of critical thinking alongside qualitative insights from classroom observations and student interviews.  Results show that, in comparison to traditional lecture-based methods, student-centered approaches greatly improve analytical thinking, problem-solving, and metacognitive reflection. Active participation, peer cooperation, and practical knowledge application are important elements influencing this improvement. However, difficulties were observed, including student opposition to self-directed learning and differing teacher readiness. The study ends with suggestions for how teachers might successfully include student-centered practices, with a focus on formative feedback and scaffolding techniques to optimize the development of critical thinking.