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Student-Centred Learning (SCL) has emerged as a transformative educational approach, prioritising students’ active involvement and fostering critical thinking, engagement, and skills for lifelong learning. Within the context of the built environment, comprising architecture, urban planning, civil engineering, and construction. SCL is especially relevant due to its hands-on and practical focus. This paper explores how student-centred techniques can be integrated into built environment education, emphasising collaborative learning, project-based teaching, and technology-enhanced environments that promote experiential learning. The study adopted the descriptive survey research design. The population comprised undergraduate students enrolled in built environment-related programmes (Architecture, Urban Planning, Civil Engineering, Construction Management) across six public universities in Southwest Nigeria. 300 students (50 students per university) were randomly selected. The data collection instrument was a structured questionnaire. The study highlights the role of SCL in preparing students to tackle complex, real-world problems in the built environment. By prioritising learner independence, peer collaboration, and reflection, SCL nurtures key practical abilities, including problem-solving, sustainability planning, and innovative design. Strategies such as integrating real-world projects, involving industry partners, and utilising digital tools like virtual reality (VR) and building information modelling (BIM) are explored as methods to link theoretical knowledge with practical use. The paper identifies challenges to implementing SCL in built environment programmes, such as limited resources, conventional teaching approaches, and the need for faculty development. Recommendations are offered for overcoming these obstacles and promoting active learning cultures in educational institutions. The findings emphasise the importance of flexible teaching methods that meet the evolving demands of the industry, ensuring that graduates are not only technically proficient but also capable of collaborating and innovating. This paper contributes to ongoing discussions on built environment education, advocating for pedagogical reforms that enhance student autonomy and engagement.

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Enhancing Student-Centred Learning Approaches in the Built Environment: Bridging Theory and Practice

  • 会议论文

  • 发表日期：

    2026年

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  • Faith Omotola Oyewo,
  • Jeremiah Fiyin Oyewo

摘要

Student-Centred Learning (SCL) has emerged as a transformative educational approach, prioritising students’ active involvement and fostering critical thinking, engagement, and skills for lifelong learning. Within the context of the built environment, comprising architecture, urban planning, civil engineering, and construction. SCL is especially relevant due to its hands-on and practical focus. This paper explores how student-centred techniques can be integrated into built environment education, emphasising collaborative learning, project-based teaching, and technology-enhanced environments that promote experiential learning. The study adopted the descriptive survey research design. The population comprised undergraduate students enrolled in built environment-related programmes (Architecture, Urban Planning, Civil Engineering, Construction Management) across six public universities in Southwest Nigeria. 300 students (50 students per university) were randomly selected. The data collection instrument was a structured questionnaire. The study highlights the role of SCL in preparing students to tackle complex, real-world problems in the built environment. By prioritising learner independence, peer collaboration, and reflection, SCL nurtures key practical abilities, including problem-solving, sustainability planning, and innovative design. Strategies such as integrating real-world projects, involving industry partners, and utilising digital tools like virtual reality (VR) and building information modelling (BIM) are explored as methods to link theoretical knowledge with practical use. The paper identifies challenges to implementing SCL in built environment programmes, such as limited resources, conventional teaching approaches, and the need for faculty development. Recommendations are offered for overcoming these obstacles and promoting active learning cultures in educational institutions. The findings emphasise the importance of flexible teaching methods that meet the evolving demands of the industry, ensuring that graduates are not only technically proficient but also capable of collaborating and innovating. This paper contributes to ongoing discussions on built environment education, advocating for pedagogical reforms that enhance student autonomy and engagement.