The guiding principles for education at SDU are student-centred learning, activating teaching and communities with mutual responsibilities.
These principles mean that teaching at SDU always:
- focuses on students' deep learning, independence and critical thinking
- is based on students' active engagement in learning activities
- is established and maintained through a concrete learning community between students, fellow students and teachers
The guiding principles for education unfold the teaching and learning ideals on which SDU's policy for education quality is based, and they are aligned with SDU's approach to evaluation of teaching and are an extension of SDU's principles for research-practice integration in education.
Student-centred learning is a broad pedagogical approach where teaching emphasises
- active learning, deep learning and supported student ownership of learning
- recognition and development of student responsibility, autonomy, empowerment and critical thinking
- teacher and student reflection on teaching and learning processes, aiming for self-regulation and awareness of (own) learning
Student-centred learning is often seen as opposed to teacher-centred teaching. However, it is not an either-or, but a continuum where learning activities are shifted more or less towards the student- centred and thus more or less towards activity, freedom of choice and autonomy
In all cases, student learning occurs when new knowledge and skill elements are linked to what the student already knows and can do. New knowledge and skills must do something about what already exists – e.g. supplement, expand, support, problematise or restructure the existing knowledge and skill structures. This reflection and linking work can only be done by the student.
Student-centred learning is put into practice at SDU through learning activities that require the students' participation, reflection and application of knowledge and skills. By activating their teaching, teachers can make teaching and learning engaging and meaningful.
Student-centred learning requires active study behaviour where students are engaged in reading, asking questions, formulating hypotheses, designing studies, collecting data, analysing, arguing, discussing, putting into perspective, criticising, summarising, deciding, etc.
Learning activities are included in all courses. It is clear which learning activities are teacher or student-led; which are to be completed independently or in student groups; which are scheduled before, during or between classes; which are online or in-person.
Student-centred learning and activating teaching require that teaching takes place in learning communities between student, fellow students and teachers with mutual responsibilities.
Learning happens first and foremost together with others - even though the student is responsible for their own learning. The linking work, i.e. the active work with the material, the understanding and the deep learning, takes place largely in discussion with, resistance from, feedback to and from, and collaboration with others. Well-being, sense of belonging, motivation, confidence in own abilities and perseverance are also strengthened in the company of others.
SDU therefore systematically supports a social study practice that is based on and requires collaboration between student, fellow students and teachers both in and between classes. Students are involved by teachers in various ways in the planning and evaluation of teaching content, learning activities, goal expectations and forms of feedback.
SDU's guiding principles for teaching are supported by all stakeholders involved in teaching, i.e. teachers, students, management and administrative staff (see the Policy for Education Quality at SDU for further responsibilities).