Bridging the Perception Gap in Learner-Centric Education: A Mixed-Methods Study of Teachers’ and Students’ Perspectives in Krishnanagar and Shantipur, Nadia District, West Bengal

Abstract

The present study entitled “Bridging the Perception Gap in Learner-Centric Education: A Mixed-Methods Study of Teachers’ and Students’ Perspectives in Krishnanagar and Shantipur, Nadia District, West Bengal” investigates the awareness, implementation, challenges, and effectiveness of Learner-Centric Education (LCE) in selected secondary and higher secondary schools. The study is grounded in the contemporary educational shift from traditional teacher-centered instruction toward student-centered learning as advocated by the National Education Policy (NEP) 2020 and global educational reforms.

The study adopted a Mixed-Methods Research (MMR) approach with a Descriptive Survey Design. Data were collected from a sample of 40 teachers and 100 students selected through stratified random sampling from schools in Krishnanagar and Shantipur. Structured questionnaires and classroom observation schedules were used as the primary tools of data collection. Quantitative data were analyzed using percentages, mean scores, standard deviations, independent sample t-tests, and Pearson’s correlation coefficient, while qualitative responses were analyzed through thematic interpretation.

The findings revealed that teachers possessed significantly higher awareness and understanding of learner-centric education than students. A statistically significant difference was found between teachers’ and students’ perceptions regarding the implementation of learner-centered classroom practices. The study further identified examination-oriented assessment systems, syllabus completion pressure, large class sizes, inadequate resources, and insufficient teacher training as major barriers to effective implementation. At the same time, student motivation, supportive school environments, and administrative encouragement emerged as important facilitating factors. A significant negative relationship was observed between implementation challenges and the effectiveness of learner-centric education.

The study concludes that learner-centric education has substantial potential to enhance student engagement, critical thinking, creativity, communication skills, leadership qualities, and holistic development. However, successful implementation requires continuous teacher training, assessment reforms, institutional support, and greater alignment between educational policy and classroom practice. The findings contribute to the growing discourse on educational transformation and provide practical implications for teachers, administrators, and policymakers seeking to strengthen learner-centered pedagogies in contemporary schools.