A Study on Challenges Faced by Teachers in Implementing Learner-Centred Pedagogical Approaches in the Digital Era

Abstract The rapid expansion of digital technologies is continuously reshaping the modern teaching–learning process, prompting educators to adopt learner-centred pedagogical approaches. Although these approaches promote active engagement and deeper understanding of subject matter, many teachers encounter difficulties in implementing them effectively. This study aims to examine the challenges faced by higher secondary school teachers in adopting learner-centred pedagogies in the digital era. A sample of 60 teachers—30 from urban and 30 from rural provincialized schools—was selected using simple random sampling. Data were gathered through a self-structured Likert-scale questionnaire, and analyzed using mean, standard deviation, and t-test. The findings indicate that inadequate digital infrastructure, limited teacher training, time constraints, curriculum rigidity, and varying levels of students’ digital competencies significantly hinder the implementation of learner-centred practices. The study highlights the need for systematic professional development, improved technological resources, and greater curricular flexibility to support the effective integration of learner-centred pedagogy in digitally enriched educational environments. It is further anticipated that the findings will assist stakeholders and higher authorities in taking appropriate initiatives to make the teaching–learning process more effective and engaging. Keywords: Challenges, Learner-Centred, Pedagogical Approaches, Digital Era