Tbilisi State Medical University, Georgian Language Center; Tbilisi State University, Institute of Georgian Language; David Sarajishvili Tbilisi Public School No. 16 and Mykhailo Hrushevsky Tbilisi Public School No. 41; Ivane Javakhishvili Tbilisi State University, Arnold Chikobava Institute of Linguistics.

Doctor of Philological Sciences; Doctor of Philological Sciences; Doctor of Philological Sciences.

 

ninoaka55@yahoo.com
n.jorbenadze@tsmu.edu

 

Abstract

 

Student-centered learning is a modern educational approach that differs from the traditional, teacher-centered system. Its central idea is that the student not only receives knowledge but also actively participates in the learning process, demonstrates initiative, and selects learning directions that are meaningful to them.

Within a student-centered framework, the learner (in addition to mandatory subjects, teaching methods, and assignment types) independently determines:

· which topics they want to study;

· which instructional methods they consider effective;

· how they envision the learning process.

Student-centered learning significantly enhances the effectiveness of education and is considered one of the key strategies in contemporary pedagogy.

To verify the effectiveness of this method, we formed an initiative group that implemented student-centered teaching practices across several educational institutions:

1. Tbilisi State Medical University, Georgian Language Center (Lecturer and Deputy Director of the Center: Nino Jorbenadze)

Students are given the opportunity to present their own perspectives and new initiatives in the organization of the learning process. At their request, essay-writing practice has been widely introduced into Georgian Language and Academic Writing lecture seminars. In addition, on the students’ own initiative, presentations, articles, and reports on medical terminology and, more broadly, on various topical issues in the medical field are regularly delivered.

2. Ivane Javakhishvili Tbilisi State University, Institute of the Georgian Language (Lecturer: Nino Sharashenidze)

Students of the Multilingual Education program are assigned a “semester activity,” within the framework of which they are required to read a book and write a review of it. This assignment encourages freedom of choice and activates the knowledge acquired within the Academic Writing course.

3. David Sarajishvili Tbilisi Public School No. 16 and Mikhail Hrushevsky Tbilisi Public School No. 41 (Teacher: Ketevan Rekhviashvili)

An interactive project titled “Problems Reflected in Cinema and Ways of Solving Them” (project supervisor: K. Rekhviashvili) is being implemented at Within the framework of the project, students become acquainted with feature films related to relevant social issues.

Teachers of literature, history, geography, and art are actively involved in the project. In accordance with their respective disciplines, they discuss with students the events depicted in the films, the historical periods represented, and their broader context.

The issues presented in the films are analyzed from the perspective of civic education. As a result, students prepare thematic presentations, conduct research, exchange opinions, and participate in discussions.

In addition, within the framework of Civic Education classes at the same schools, another project titled “Georgia Through Toponyms” is being implemented. Students engage in the study of toponyms and their etymological analysis, prepare presentations, and demonstrate considerable interest in the project, alongside teachers and parents.

4. Sunday School at A. Javakhishvili Georgian Geographical Society (Author and Speaker: Nana Khotcholava-Matchavariani)

The same project (“Georgia Seen through Toponyms”) is being successfully implemented with young geographers. Here students also take part directly in the investigation of linguistic and geographical material, which significantly enhances the quality of knowledge acquisition.

This collective experience demonstrates that the student-centered teaching method can be effectively applied in diverse educational settings. Its principles foster student engagement, promote independent thinking, and support the development of practical skills.

 

Keywords: teaching; innovative; method.