SUPPORTING STUDENT-CENTRED 'INTERACTIVE' TEACHING AND LEARNING: A CONCEPTUAL FRAMEWORK

European universities are faced with expectations from a range of stakeholders to change the ways they teach, including a shift to more 'interactive' and 'student-centred' ones. Although a plethora of student-centred epistemologies exist, there are no unifying theories and frameworks, apart from tenets, to guide the analysis of student-centred learning environments (SCLE's). The creation of frameworks that support the analysis of SCLEs are still needed, especially when another dimension such as 'interactivity' is considered. The use of 'interactive' teaching methods or tools, for example, may not necessarily mean that student-centred learning will follow; they may have the opposite outcome. This paper presents a framework to support the analysis and reflective practice of 'interactive' teaching and learning scenarios as having learner-centred attributes. The framework is presented as a practical tool for lecturers, institutions and other stakeholders interested in a 'paradigm shift' towards learner-centred teaching in the European Higher Education Area and other sectors.