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Abstract
This thesis analyzes the psychological foundations of creating a student-centered pedagogical environment in higher education. It highlights the student’s role as an active participant in the learning process, independence and responsibility, psychological safety, collaboration with teachers, consideration of individual differences, and the importance of developmental feedback. Based on theoretical sources, the relationship between the student-centered approach and learning motivation, academic engagement, self-regulated learning, and personal and professional development is examined. The thesis also provides pedagogical recommendations applicable to higher education practice. It is based on theoretical analysis and does not claim to include experiments that were not conducted or statistical results that were not obtained.
References
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