Classroom environment and student-centered pedagogy as predictors of learning outcomes and 21st-century skills in Indian higher education

Abstract

This study explores the association of classroom environments and students centered pedagogical practices on student learning outcomes (LO) and the 21st-century skills development in Indian higher education (IHE). Despite the National Education Policy (NEP) 2020 strongly advocating learner-centered pedagogy, a gap exists between policy vision and classroom practice. Using a cross-sectional survey, the data were collected from 320 students enrolled in higher education institutions (HEIs) in Delhi (India). The study employed the self-developed tools, including students’ perception on classroom environment scale (SPCES), and students’ centric pedagogical practices scale (SCPPS), along with measures of perceived LO and 21st-century skills. Statistical analyses, including factor analysis, Chi-square, analysis of variance (ANOVA), and multiple regression, were conducted. The findings reveal that classrooms having innovative environment (InnE) and interactive environment (IntE) are significantly associated with LO and 21st-century skills. Instructional and assessment quality (IAQ) emerged as the strongest predictor of LO, followed by technology-enhanced learning modes (TELM). The study concludes traditional teacher-led models still dominate in the classroom, despite NEP reform. This paper highlights the need for systematics pedagogical transformation, supported by faculty development, and alignment of classroom practices with NEP in India and comparable Global South contexts.