Globally, and particularly in recent years, higher education has undergone intense transformations, necessitating an in-depth examination of changes in the understanding and implementation of the student-centred teaching and learning approach to ensure a high-quality study process. New societal demands on higher education to prepare students for the future and employment imply the need to equip them for lifelong learning, where they must be capable of autonomous learning. Autonomous learning represents the highest form of self-directed learning (Morris et al., 2023; Blaschke, 2021; Hunt& Chalmers, 2021; Marinoni et al., 2020).

Higher education institutions across Europe face the challenge of fostering student-centred learning while ensuring high study quality. The implementation of a student-centred approach in European higher education institutions constitutes a core element of quality assurance and enhancement (ESG, 2015; Hoidn& Klemenčič, 2020). However, despite student-centred education being a well-established concept in education policy, higher education pedagogy, and research for several decades—and widely regarded as a self-evident principle by all stakeholders—it continues to be interpreted in varying ways across higher education policy documents, pedagogical practice, and academic research. Moreover, the concept often generates confusion among higher education administrators, academic staff, and students (Grøndahl Glavind et al., 2023; Hoidn& Klemenčič, 2020; Trinidad, 2019).

This study aims to investigate the transformation of the student-centred approach to enhance the quality of higher education, with a particular focus on aligning pedagogical practices with quality assurance mechanisms. The research seeks to address the following questions: How can student-centred approach be restructured to systematically improve study quality? What are the key barriers and facilitators in this transformation process?

This study undertakes a systematic literature review following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology (Page et al., 2021). The review involves a comprehensive search, selection, and synthesis of relevant literature on student-centred learning and study quality in higher education. The key methodological steps include: 1) Identification – a systematic search of academic databases (e.g., Scopus, Web of Science, ERIC) using predefined keywords related to student-centred learning, study quality, and higher education transformation. The study also analyses documents issued by international organisations such as UNESCO, the OECD, and the European University Association (EUA), as well as those developed within the framework of the European Higher Education Area (EHEA). 2) Screening – applying inclusion and exclusion criteria to filter studies based on relevance, publication year, and methodological rigour. The selected scientific publications and policy documents will cover the period from 1999 to 2024, including the entire Bologna Process. 3) Eligibility – conducting a full-text assessment of selected articles to ensure alignment with the research objectives. 4) Data Extraction and Synthesis – categorising and mapping the findings through thematic analysis to identify common trends, challenges, and best practices in integrating student-centred learning with quality assurance frameworks. Data analysis will involve thematic coding for qualitative data. A comparative approach will be used to identify cross-national trends and context-specific solutions. The systematic review will reveal a transformation in the student-centered teaching-in-teaching approach to ensuring the quality of higher education.

The research is expected to yield several key insights. Firs, identification of effective strategies for integrating student-centred learning with study quality assurance frameworks. Second, a nuanced understanding of institutional and systemic barriers to the transformation process, including resistance from faculty, administrative constraints, and varying policy interpretations. Third, policy recommendations for European higher education institutions to align their student-centered practices with established quality assurance standards. Fourth, practical guidelines for educators and administrators to implement student-centred strategies while maintaining rigorous academic standards. By providing empirical evidence and best-practice recommendations, this study aims to inform policy discussions at both institutional and European levels, contributing to the continuous improvement of higher education. This study is particularly significant given the evolving conditions shaping the transformation of the student-centred teaching and learning paradigm in the post-pandemic context, as well as the diverse opportunities offered by digital technology and artificial intelligence (AI) solutions. The findings obtained will promote to the exploration of the transformation of a student-centred approach in higher education within the context of quality assurance, contributing enhancing to both theory and practice.

1. Blaschke, L. (2021). The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning. British Journal of Educational Technology, 52(4), 1629-1645. 2. ESG (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area. Brussels, Belgium. https://ehea.info/media.ehea.info/file/ESG/00/2/ESG_2015_616002.pdf 3.Grøndahl Glavind, J., Montes De Oca, L., Pechmann, P., Brauner Sejersen, D., & Iskov, T. (2023). Student-centred learning and teaching: a systematic mapping review of empirical research. Journal of Further and Higher Education, 47(9), 1247–1261. https://doi.org/10.1080/0309877X.2023.2241391 4. Hoidn, S., Klemenčič, M. (eds.) (2020). The Routledge international handbook of student-centered learning and teaching in higher education. London and New Yourk: Routledge Taylor& Francis Group. 5. Hunt, L. & Chalmers, D. (2021). University Teaching in Focus. A Learning-centred Approach. Routledge. 6. Marinoni, G., Land, H. V. T., & Jensen, T. (2020). The impact of COVID-19 on higher education around the world. Retrieved from International Association of Universities (IAU) https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf 7.Morris, T. H., Bremner, N., & Sakata, N. (2023). Self-directed learning and student-centred learning: a conceptual comparison. Pedagogy, Culture & Society, 1–20. https://doi-org.datubazes.lanet.lv/10.1080/14681366.2023.2282439 8. Page, M.J., McKenzie, J.E., Bossuyt, P.M. et al. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Syst Rev 10, 89. https://doi.org/10.1186/s13643-021-01626-4 9. Trinidad, H.E. (2019). Understanding student-centred learning in higher education: students’ and teachers’ perceptions, challenges and cognitive gaps. Journal of Further and Higher Education, 44:8, 1013-1023. DOI:10.1080/0309877X.6362914 https://www.tandfonline.com/doi/full/10.1080/0309877X.2019.1636214