English as a foreign language teachers’ attitude towards the use of the student-centred approach: insights from Tizi-Ouzou University

Despite the growing emphasis on learner-centred pedagogy in higher education, little research has examined EFL teachers’ perceptions of the Student-Centred Approach (SCA) in Algerian universities. Therefore, this study seeks to investigate teachers’ attitudes toward the Student-Centred Approach (SCA) and to identify the challenges that affect its implementation at Tizi-Ouzou University in Algeria. Employing a mixed-methods design, the research combined quantitative and qualitative approaches. A questionnaire was administered to twenty-five EFL teachers, while semi-structured interviews were conducted with ten teachers via video conferencing. Quantitative data from the questionnaires were analyzed using SPSS, and thematic analysis was applied to the interview data to identify recurring patterns and insights. The findings reveal that teachers generally hold positive attitudes toward the SCA, recognizing its potential to enhance student engagement and improve learning outcomes. However, several obstacles were identified, including limited access to teaching resources and digital tools, large class sizes, and insufficient professional training, which hinder its effective implementation. The study highlights the importance of targeted professional development and institutional support to promote the successful adoption of student-centred teaching practices in Algerian higher education.