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From an educational policy perspective, student centred learning (SCL) is a rather new concept. It has emerged in recent years in national and institutional policy documents, often as part of rather declarative and formal approaches. Such policies are frequently lacking a clearly articulated definition of the concept and its effective operationalization. SCL is a new concept in Romania as well, and its adoption has not been free of difficulties. It is due to the influence of the Bologna Process that SCL is currently becoming an integral part of the strategic framework of universities. The article analyses the understanding of the SCL concept from the perspective of Romanian universities, as well as the extent to which it has been internalized within their processes and practices. The article looks at SCL from two different perspectives: curriculum development (in terms of using learning outcomes and the ECTS) and teaching (in terms of pedagogy and quality assurance). At the same time, the analysis specifically tracks Romania’s commitments regarding SCL within the Bologna Process, and in the broader national higher education policy context.

From an educational policy perspective, student centred learning (SCL) is a rather new concept. It has emerged in recent years in national and institutional policy documents, often as part of rather declarative and formal approaches. Such policies are frequently lacking a clearly articulated definition of the concept and its effective operationalization. SCL is a new concept in Romania as well, and its adoption has not been free of difficulties. It is due to the influence of the Bologna Process that SCL is currently becoming an integral part of the strategic framework of universities. The article analyses the understanding of the SCL concept from the perspective of Romanian universities, as well as the extent to which it has been internalized within their processes and practices. The article looks at SCL from two different perspectives: curriculum development (in terms of using learning outcomes and the ECTS) and teaching (in terms of pedagogy and quality assurance). At the same time, the analysis specifically tracks Romania’s commitments regarding SCL within the Bologna Process, and in the broader national higher education policy context.

From an educational policy perspective, student centred learning (SCL) is a rather new concept. It has emerged in recent years in national and institutional policy documents, often as part of rather declarative and formal approaches. Such policies are frequently lacking a clearly articulated definition of the concept and its effective operationalization. SCL is a new concept in Romania as well, and its adoption has not been free of difficulties. It is due to the influence of the Bologna Process that SCL is currently becoming an integral part of the strategic framework of universities. The article analyses the understanding of the SCL concept from the perspective of Romanian universities, as well as the extent to which it has been internalized within their processes and practices. The article looks at SCL from two different perspectives: curriculum development (in terms of using learning outcomes and the ECTS) and teaching (in terms of pedagogy and quality assurance). At the same time, the analysis specifically tracks Romania’s commitments regarding SCL within the Bologna Process, and in the broader national higher education policy context.

From an educational policy perspective, student centred learning (SCL) is a rather new concept. It has emerged in recent years in national and institutional policy documents, often as part of rather declarative and formal approaches. Such policies are frequently lacking a clearly articulated definition of the concept and its effective operationalization. SCL is a new concept in Romania as well, and its adoption has not been free of difficulties. It is due to the influence of the Bologna Process that SCL is currently becoming an integral part of the strategic framework of universities. The article analyses the understanding of the SCL concept from the perspective of Romanian universities, as well as the extent to which it has been internalized within their processes and practices. The article looks at SCL from two different perspectives: curriculum development (in terms of using learning outcomes and the ECTS) and teaching (in terms of pedagogy and quality assurance). At the same time, the analysis specifically tracks Romania’s commitments regarding SCL within the Bologna Process, and in the broader national higher education policy context.