A Phenomenographic Study of Libyan Secondary School EFL Teachers’ Conceptions and Misconceptions of the Learner-Centred Approach in the Context of Curriculum Reform
DOI:
https://doi.org/10.26629/uzfaj.2026.22Keywords:
Learner-centred approach, teacher cognition, phenomenography, EFL teachers, curriculum reformAbstract
Abstract
This phylogeographical study explores how Libyan EFL secondary school teachers conceptualise the learner-centred approach (LCA) within the context of ongoing curriculum reform. Through semi-structured interviews with ten purposively selected teachers, the analysis identified six qualitatively distinct conceptions: four accurate yet partial understandings student-centred learning, facilitation, active learning, and cooperative learning and two misconceptions, namely interpreting the LCA as free, unstructured learning and as a reduction of teacher authority. The findings reveal that teachers’ conceptions are shaped by theoretical knowledge, personal beliefs, prior training, and contextual constraints such as centralised curricula, exam-driven assessment, and large classes. While teachers show positive orientations towards LCA principles, their interpretations are often inconsistent or idealised. The study highlights the need for concept-focused professional development, context-sensitive implementation strategies, and improved school support systems to align pedagogical intentions with classroom realities and enhance effective realisation of learner-centred reform.
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