SCE Conducts Faculty Development Programme on Student-Centred Teaching Strategies

Samtse College of Education conducted a five-day faculty development programme on Student-Centred Teaching Strategies under the EU-funded EUFSTIAT project. The sessions were held over consecutive Saturdays, enabling faculty members to participate while continuing their regular teaching responsibilities.

The programme was organised as a cascade training, following the Training of Trainers (ToT) conducted in November 2025. It aimed to extend the knowledge and skills acquired during the ToT to a wider group of faculties, thereby strengthening institutional capacity in student-centred pedagogy.

The EUFSTIAT project (Empowering University Faculty with Student-Centred Teaching and Innovative Assessment Techniques) focuses on enhancing faculty competencies in adopting innovative teaching, learning, and assessment practices aligned with the needs of 21^st century learners. The initiative supports professional development and promotes sustainable and inclusive teaching practices across higher education institutions.

The FDP was structured into five key sessions. The first session introduced faculty to the characteristics and competencies of 21^st century learners, emphasising critical thinking, collaboration, and digital literacy. The second session focused on student-centred teaching strategies, highlighting approaches such as identifying prior knowledge, designing responsive instruction, and promoting learner autonomy.

The third session addressed instructional design and classroom practices, where participants explored techniques such as differentiated instruction, Understanding by Design, and the integration of technology to enhance learning. The fourth session focused on assessment for learning, including the use of diagnostic testing and assessment data to inform instructional decisions. The other sessions introduced the use of artificial intelligence in teaching and learning, and quality feedback, exposing faculty to emerging tools and practices for enhancing classroom engagement and productivity.

Throughout the programme, participants engaged in collaborative discussions, lesson design activities, and reflective exercises, allowing them to contextualise the strategies within their own teaching practices.

Dechen Choney, a faculty participant shared, “This training has helped me rethink my teaching approach. I now feel more confident in designing lessons that actively involve students and respond to their learning needs. I look forward to applying these strategies in my daily classes.”

The programme emphasised the importance of integrating student-centred approaches into everyday classroom practice to improve student engagement and learning outcomes. The faculty development programme marks an important step in SCE’s continued efforts to promote innovative pedagogy and strengthen the quality of teaching and learning.