Unravelling the Barriers to Student-Centred Pedagogy in Malawi: A Qualitative Analysis

Despite recent advancements in expanding secondary education and building more educational institutions, the shift to learner-centered approaches remains hindered by various challenges. This research aims to identify and analyze these challenges to improve pedagogical practices aligned with global education standards, specifically SDG 4 (Quality Education). This study, focusing on Malawi, investigates the barriers to implementing student-centered pedagogy (SCP) in Malawi. The study adopts a qualitative design, using interviews with teachers randomly selected from different secondary schools regardless of the subjects they teach to gather insights. Thematic analysis, using Atlas.ti 23, reveals inadequate teacher training, limited resources, and resistance to change. The significance of this study lies in its contribution to improving educational strategies in Malawi and similar contexts, providing valuable recommendations for overcoming these barriers to enhance academic quality and meet the goals of national and international development agendas. Keywords: Student-centred pedagogy; teacher-centred practices; systemic barriers; cultural resistance; professional development; educational assessment; Malawi