Teachers Academic Involvement and Curricular Challenges in Student Centric Learning in Higher Education

This paper focuses on the challenges that modern teachers face, along with suggestions on how you can conquer them to make a bigger impact on your students. The role of the educator has always been extremely challenging, but it has become even more so now because newer factors have entered into the mix. A widespread use of technology, an overexposure to varied forms of content, and shortened attention spans, are among a few of them. There are also many ways of learning available to students now. The study intends to motivate and encourage teachers of higher education, organizations, students and ministries of education for student-centred learning. Lawton (1983) maintains that the concept of curriculum can be placed on a continuum. One end would comprise a narrow definition in terms of specific taught content while the other would encompass a broader interpretation which includes the whole of the educational experience. This latter interpretation includes not only what is taught but how and why and in what socio-cultural and ideological contexts. The sample of the study consists of 200 teachers of higher education selected from both urban and rural areas. A self constructed scale, validated by experts in the field has been used with NAAC criterion as the base and teaching learning, research and student support as components. To generalize the results the ‘t’. test was used. The analysis shows that there is no significant difference in the Academic Involvement of Urban and Rural area teachers of Higher Education.