Vol. 1 No. 30 (2025)
Professional Pedagogics

Professional Pedagogics

LEARNER-CENTERED TEACHING OF PSYCHOLOGICAL AND PEDAGOGICAL DISCIPLINES IN HIGHER EDUCATION INSTITUTIONS: CURRENT STATE OF RESEARCH

Published 19.06.2025

  • Larysa Petrenko
    • ,
  • Olena Zelikovska

Larysa Petrenko
Ivan Ziaziun Institute of Pedagogical Education and Adult Education of the National Academy of Educational Sciences of Ukraine. , Інститут педагогічної освіти і освіти дорослих імені Івана Зязюна Національної академії педагогічних наук України.

Olena Zelikovska
Taras Shevchenko National University of Kyiv image/svg+xml

Abstract

The relevance of the article is driven by the necessity to implement learner-centered teaching of psychological and pedagogical disciplines in higher education institutions. This need becomes particularly significant within the context of Ukraine’s integration into the European Higher Education Area, the dynamic transformations of the pedagogical paradigm, the expansion of adult education, and the increasing demands for the professional training of modern specialists.

Aim: To conduct a comprehensive analysis of the state of scholarly research on learner-centered teaching of psychological and pedagogical disciplines in higher education institutions, with the purpose of identifying key trends, contradictions, and outlining prospects for further development and practical implementation.

Methods: Information retrieval methods for analyzing scientific electronic databases and selecting relevant sources; scientometric and bibliographic methods aimed at quantitative analysis of publications and citation metrics; semantic-network analysis of the structure and interrelations of key concepts; comparative analysis and synthesis of scientific literature; statistical and graphical analysis of research dynamics.

Results: The analysis of domestic scientific sources revealed a predominance of theoretical studies focused on organizational models and the training of future teachers, while empirical research–especially in non-pedagogical higher education institutions—remains insufficiently explored. Bibliometric and semantic-network analyses of international databases (Web of Science, Google Scholar) facilitated tracing and graphically illustrating the evolution of key concepts within the research domain, the emergence and development of new research clusters in the scientific information space. These findings indicate dynamic development of the field, particularly in response to the widespread transition to distance and blended learning formats. The paper substantiates the urgency of further enhancing the system of teaching psychological and pedagogical disciplines by introducing innovative learner-centered models, technologies, and pedagogical methods, alongside systematic preparation of educators to operate within student-centered education frameworks.

Conclusions: The comprehensive analysis enables clear tracking of the development of learner-centered teaching of psychological and pedagogical disciplines within the national and international scientific communities, revealing major trends, clusters, and research gaps. This analysis supports the identification of promising research directions and improvements in educational program quality through content transformation. It is confirmed that learner-centered teaching is gaining a leading role in the theory and practice of professional education, linked to the adoption of cognitive strategies and productive learning in training specialists across various economic sectors via distance and blended learning modalities aimed at enhancing education quality. The observed evolution of key concepts and the formation and growth of new clusters in the information space signify the dynamic advancement of this research area.

Keywords

person-centered learning, person-centered approach, person-centered teaching, person-centered learning, higher education institution, bibliometric analysis.

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Author Biography

Larysa Petrenko

Doctor of Pedagogical Sciences, Professor, Head of the Department of Theory and Practice of Pedagogical Education, Ivan Zyazun Institute of Pedagogical Education and Adult Education, National Academy of Educational Sciences of Ukraine, ORCID: http://orcid.org/0000-0002-7604-7273, e-mail: laravipmail@gmail.com

Olena Zelikovska

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Foreign Languages, Faculty of Mathematics, Taras Shevchenko National University of Kyiv, ORCID: http://orcid.org/0000-0002-6559-9101, e-mail: zelikovska7@gmail.com

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