Investigating The Impact Of University Managers' Pedagogical Knowledge And Beliefs On The Implementation Of Student-Centered Learning Approaches In Kenyan Higher Education

Kenya's higher education institutions are struggling to adopt Student-Centered Learning (SCL) approaches due to limited pedagogical knowledge and traditional beliefs held by university managers. These managers often view SCL as synonymous with Western educational practices and question its applicability in Kenya due to perceived resource constraints. They also hold traditional views that prioritize teacher expertise over student involvement, making them resistant to change and slow to adopt innovative pedagogies. The impact of university managers' pedagogical knowledge and beliefs on SCL implementation is significant. Managers with a deep understanding of SCL principles and a belief in their effectiveness are more likely to support and promote SCL practices, recognizing the need for change and fostering an environment that values student learning and faculty development. To address these challenges and promote effective SCL implementation, Kenyan universities can employ various strategies, such as providing professional development and training opportunities, establishing mentorship and coaching programs, encouraging action research and reflective practice, fostering communities of practice, and developing institutional policies and support systems aligned with SCL principles. By implementing these multifaceted approaches, Kenyan higher education institutions can enhance their pedagogical knowledge and beliefs, fostering a supportive environment for successful SCL implementation and improving teaching and learning quality.