Student-Centric Learning as Educational Management Reform
Evidence of Social Retention Change in Adult Secondary Education
Bibliographic Data
| ID | 8136109 |
|---|---|
| Authors | Pavel Bartoš (DTI University), Kateřina Bočková (0000-0002-3728-628X, DTI University), Katarína Pagáčová (DTI University), Martin Stacho (0000-0003-1499-8345, DTI University) |
| Year | 2026 |
| Pages | 2880-2894 |
| Publication date | 2026-02-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Cultural Analysis and Social Change (JOURNAL) |
| Journal identifiers | ISSN: 2589-1316 • E-ISSN: 2589-1316 |
| Publisher | Brighteredge Press Resources (PUBLISHER) |
| DOI | 10.64753/jcasc.v11i1.4594 |
| OpenAlex | W7131853684 |
| Language | EN |
Student-Centric Learning (SCL) has become a central paradigm in contemporary educational reform, yet its empirical impact on adult learners in upper-secondary education remains insufficiently examined. This study investigates the effectiveness of SCL in reducing dropout rates and enhancing study completion within the context of adult upper-secondary education. Using a comparative design, two independent cohorts were analysed: a traditional distance study model (n = 6,723) and a student-centric model (n = 1,310). Completion rates differed dramatically between the two groups: 67.28% of learners graduated in the distance model, compared to 94.66% in the SCL cohort, a difference of 27.38 percentage points. Statistical testing confirmed the robustness of this effect (z = 20.135; p
Adult education · Adult learner · Adult Learning · Context (archaeology · Educational attainment · Formative assessment · Intervention (counseling · Lifelong learning · Odds · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Innovative Education and Learning Practices
| Citation velocity | historical |
|---|---|
| Highly cited | No |