Large classroom as a community of practice: implementing learner-centred pedagogy in a Sri Lankan state university

Purpose This paper aims to explore the journey of implementing learner-centred pedagogy in a large, first-year undergraduate classroom at a state university in Sri Lanka using Etienne Wenger’s (1998) Communities of Practice as a theoretical framework. Design/methodology/approach Qualitative approach and action research method are adopted for this study, utilising feedback from 130 students and written reflections of 2 facilitators as inputs for the study. Findings Throughout the text, this study elaborates on the measures taken to establish and sustain values inside the classroom. With the support of thematic analysis, this study develops three themes to present the analysis and discussion – thoughtful development of the domain, volunteering to practice and emerging community. Originality/value The study highlights how adopting learner-centred pedagogy and fostering thoughtful domain development within a large classroom setting can promote active participation among learners using the concept of community of practice. Furthermore, the study reveals how learners recognise themselves and others as unique individual knowledge bases.