Learning and Teaching and the Student-Centred Approach. New Perspectives on the Oldest Bologna Process Priority

The Bologna Process has made, among other impactful and meaningful changes, a Copernican revolution in academic learning, placing the students at the academic teaching universe’s centre. This paper examines the influence of the Bologna Process on promoting student-centred learning (SCL) in European higher education. The Bologna Process, established in 1999, aimed to standardise qualifications and create a European Higher Education Area (EHEA). While achieving these goals, it also spurred a shift towards learning outcomes, paving the way for a more student-centred approach. The paper explores the gradual integration of SCL into the Bologna Process framework, starting with a focus on learning outcomes and culminating in ministerial communiqués promoting student-centred teaching methods and inclusive learning environments. Challenges remain, particularly in measuring the effectiveness of SCL and ensuring faculty development for its successful implementation. Yet, the paper concludes that the Bologna Process has significantly impacted learning and teaching practices by promoting a cultural shift towards a student-centred approach in European universities, showcasing the active participation of higher education institutions in enhancing student engagement, learning outcomes transparency and relevance, as well as overall satisfaction and well-being.