Establishing Standards for Learner-Centered Education in Higher Education: A Comprehensive Framework for Türkiye

This study explored the key standards and sub-standards for constructing learner-centered education in higher education in Türkiye. Using a qualitative multimethod design, data were collected through individual interviews, focus group discussions, and document analysis. Participants included 12 administrators (7 male, 5 female) and 12 faculty members (4 male, 8 female) from accredited science and social science programs at six public and six private universities in Ankara. Focus group interviews involved 101 third- and fourth-year students across 12 groups from the same institutions. Document analysis encompassed 57 national and international sources, including articles, books, project reports, quality assurance standards, and policy documents, dated between 1979 and 2023. Interviews were conducted from September 2021 to February 2022, while document analysis occurred from February 2021 to June 2023. Inductive data analysis involved coding, identifying patterns, and developing categories and themes. The findings highlight the need for comprehensive academic, social-emotional, motivational, financial, and procedural support systems to foster active learning, collaboration, and autonomy in higher education. The key results include integrating experiential and problem-based learning, enhancing the professional development program for faculty members, and creating adaptive institutional structures balancing theory and practice. Lastly, emphasis on participatory governance and ethical practices underscores the significance of aligning educational strategies with student needs, sectoral expectations, and global orientations.