1. Student-centred learning and the Bologna Process

Drivers of curricular higher education reforms: population projections, early school leavers, tertiary education participation and graduation rates, diverse student body, changing skill demands; common understandings of student-centred learning in European higher education; implementation of student-centred learning in EHEA^{^[1]} countries and implementation obstacles.

2. Constructivist foundations and effectiveness of student-centred learning and instruction

Student-centred learning versus teacher-centred learning; situative constructivist view of learning and instruction; criticism of and misconceptions about constructivist perspectives; process-outcome research on instructional effectiveness; effectiveness of problem-based learning; quality features of teaching and learning based on classroom research.

3. Design and implementation of powerful student-centred learning environments

- What are characteristic curricular design elements and quality features of student-centred classrooms (e.g., course goals and content, course activities)?

- How do the instructors scaffold participatory processes of knowledge construction?

- How do the instructors cultivate a classroom community of learners over time?

- What are the teaching and learning challenges student-centred classrooms present for instructors and/or students?

4. Student-centred classrooms and practices – examples

- An up-close look at student-centred math teaching of highly regarded US high school teachers and their students;

- Learning from four student-centred US high schools that support underserved students;

- Student-centred higher education classrooms and practices at Charles University, CZ, University of St. Gallen, CH and Harvard Graduate School of Education, US.

5. Student-centred learning and equity

Social dimension in higher education; impact of students’ background; potential to provide opportunities to learn for a diverse student body; policy approaches to widening access and participation in higher education; policies for improving completion rates; prospects for higher education modernization.

^{^[1]} The European Higher Education Area (EHEA) is the result of the political will of 48 countries which aim to facilitate academic mobility, increase the comparability of studies across all the educational systems of the participating countries as well as promote Europe as a world education destination (web: http://www.ehea.info/).