摘要：This contribution proposes student-centred learning environments(SCLEs) as an instrumental notion for teachers and institutionsin higher education. SCLEs are viewed as spaces for learning thatenable students to address unique learning interests and needs,to meet institutional requirements as well as engage with knowledge,resources, tools, or people in order to learn. To clarify the notion,the article problematizes the idea of student centrality and discusseskey assumptions following perspectives to learning that emphasizestudents’ responsibility, when also being provided with the necessaryguidance and support in the process. The article identifies a setof principles to be considered when designing such learning environmentsin higher education. Two examples of course designs in softwareengineering and legal education are examined and discussed in anattempt to illustrate how these principles are employed in thesetwo contexts. By accounting for the fact that SCLEs can cater, fosterand support student learning, the article makes a case that suchenvironments need to be carefully crafted. Ultimately, this contribution providesa toolbox for teachers and higher education programmes in highereducation, which could be employed to enhance the quality of teachingand learning.
