«STUDENT-CENTRISM» VS. "LEARNING-CENTRISM": A BATTLE OF PARADIGMS IN MODERN HIGHER EDUCATION

Abstract

Background. In modern Ukrainian higher education, despite the legally enshrined principle of student-centrism, in practice, it is being distorted and transformed into a "client-oriented" service model. This leads to a reduction in academic standards, grade inflation, and the prioritization of "student satisfaction" over the quality of acquired knowledge. Objective. The purpose is to critically analyze the conflict between the prevalent "student-as-client" model and the fundamental goals of education; to introduce and substantiate the alternative paradigm of "learning-centrism," which brings cognitive effort and the acquisition of deep knowledge back to the center of the educational process. Methods. The research is based on theoretical methods: comparative analysis of paradigms, synthesis, and conceptual deconstruction. The study involves the analysis of scientific works on cognitive psychology (concepts of "desirable difficulty" and "productive struggle") and regulatory documents governing higher education. Results. The article reveals the risks of pseudo-student-centrism, which leads to "intellectual comfort" and the devaluation of diplomas. The concept of "learning-centrism" is proposed and defined as an educational model that prioritizes not the subjective satisfaction of the learner, but the objective process and result of learning – the formation of robust competencies through overcoming academic challenges. Conclusions. The resolution of the conflict lies not in returning to an authoritarian model, but in synthesis. The concept of "student-oriented learning-centrism" is proposed, where flexible and individualized (student-oriented) methods are used to achieve the fundamental (learning-centric) goal – deep understanding and critical thinking development through conscious cognitive effort.