Operationalization of a Student-Centered Learning Environment Fostering Self-Regulated Project-Based Learning

Introduction

“The world runs on projects, managing and leading projects are essential life skills, learning skills and career skills” (Fuson, s. d.). Although, most of the education systems have not evolved actual curricular material or pedagogical methods that will maximally prepare students for their current and future world (Chu et al., 2017). Consequently, the gap between the skills students learn and needed skills in the real world is becoming more obvious.

The rapid growth of technology has sparked a revolution in the world of education, so the future is even more uncertain. Likewise, our societies then require more entrepreneurial students with various higher-level thinking skills, often referred to as 21st century skills, along with proficiency in their core skills. Therefore, the gap between what students are being taught and the skills needed for success continues to widen.

In this sense, the World Economic Forum recently updated the top ten skills needed to be effective and efficacious in the new economy (Rahman et al., 2015). Studies also highlighted that most of the employers felt that critical thinking, complex problem solving, project management, collaboration, and communication skills were more important than a candidate’s major (Santateresa, 2016).

Nowadays, the theory of entrepreneurship has expanded to new concepts where entrepreneurship is not only considered for its concerns for business success and benefits but also for personal welfare and noneconomic well‐being which people can achieve through their capabilities (Currie-Alder et al., 2014). Entrepreneurship has expanded to new concepts where it was transformed in a very important lifelong learning competency. Although much has been written about this topic, universities around the world are still searching for new methods and practical tools, in a way that emphasizes “learning by doing” which should accelerate student mastery of emergent related skills and competencies (Arias et al., 2018). In other words, schools need to prepare students to meet the challenges of working in an ever-changing, technology-driven society, by helping them to develop the higher-level thinking skills that they will need when they enter the workforce. That leads to a shift in the education paradigm from lecture-based teaching methods to student-centered learning methods, from teaching to facilitation; a move from ‘traditional’ education focused on a ‘chalk and talk’ methodology, to one which encourages young people to challenge ideas and develop skills (Fitzsimons, 2016).

In this regards, different approaches have been implemented within the teaching and learning process to facilitate learner development. Student-centered approaches offer proven strategies to transfer skill competency in creativity, critical thinking, collaboration, and communication, the 4Cs that serve as the foundation for the 21st century learning framework. Student skills such as adopting thinking tools for sagacity, learning to use project management principles to reduce risk and as a process to manage ambiguity, learning how to develop prototypes to prove concepts, learning how to collaborate and access collective intelligence, learning how to build effective teams, and learning how to make a successful pitch on the value of a project should be structural and explicitly integrated in the curriculum (Bell, 2010a).

Besides, the use of student-centered learning environment (SCLE) is constantly growing, but they usually do not operate in an interactive and personalized way. LMS provide the same pedagogical resources for all the students, without considering their specific individual needs (Palomino et al., 2014). SCLE could have potential to serve as fun and inspiring workshop settings, where students would engage in exciting PBL activities. It is also challenging students to gain a richer understanding of learning processes in a more situated and relatable way (Chu et al., 2017).