Eritrean teachers' perceptions of learner-centred interactive pedagogy

Abraham Tadesse, Sirpa Eskelä-Haapanen, Hanna Posti-Ahokas, Sami Lehesvuori

Research output: Contribution to journalArticleScientificpeer-review


In most sub-Saharan African countries, mainstreaming learner-centred interactive pedagogy (LCIP) is defined as a policy priority. Similarly, Eritrea has adopted the same policy to seek a solution to its educational challenges. Rather than rote mastery of course content, the LCIP approach prioritises learners in constructing knowledge through interaction, active participation and controlling the learning process. This paper explores secondary school teachers' perceptions of LCIP and their challenges in implementing this pedagogical approach. Constructivism and sociocultural learning theory are considered conceptual frameworks to highlight LCIP as an approach for teaching and learning. Qualitative data from 12 teachers' interviews were analysed through qualitative content analysis and inductive reasoning. The findings suggest that without laying the necessary foundation, the policy emphasis on LCIP, which is considered critical in addressing educational challenges, puts pressure on teachers to employ LCIP while it remains idealised. Furthermore, the findings indicate that diverse challenges should be addressed to generate change in classroom practices in Eritrean secondary schools by implementing the LCIP approach.

Original languageEnglish
Article number100451
JournalLearning, Culture and Social Interaction
Number of pages13
Publication statusPublished - Mar 2021
Externally publishedYes
MoE publication typeA1 Journal article-refereed

Fields of Science

  • Eritrea
  • Learner-centred interactive pedagogy
  • Secondary school teachers
  • teachers' perceptions
  • 516 Educational sciences

Cite this