The Implementation and Challenges of Learner-Centered Interactive Pedagogy in Secondary Schools of Zoba Maekel, Asmara: A Case Study of Four Secondary Schools

This study, conducted in four secondary schools in Asmara, investigated the practice and challenges of implementing learner-centred interactive methods. The researcher employed both quantitative and qualitative methods to gather data. Random sampling was used to select 87 teachers, and interview sessions and classroom observations were conducted in the four secondary schools. The results showed that most teachers, 74.8%, had attained a Bachelor’s degree. It was found that most teachers frequently use the lecture method in the classroom. Despite policy reforms advocating for more learner-centred approaches, the traditional lecture method still predominates in the sampled secondary schools in Eritrea. Additionally, the study revealed that inadequate resources hinder the proper implementation of learner-centred and interactive pedagogy. Furthermore, teachers' lack of interest and motivation in using available resources further impedes the implementation of these methods. The study recommends that the Ministry of Education offer in-service training programs for teachers and school principals to equip them with the necessary knowledge and skills to effectively implement learner-centred and interactive pedagogy. It is also essential for the Ministry to provide ample resources and ensure teachers are assigned to their fields of specialization to implement learner-centred methods.