Bridging Pedagogy and Skills: Student-Centered Learning and Human-Centered Competencies in International Schools In Phnom Penh, Cambodia

This study examined the extent of student-centered learning (SCL) strategies and the manifestation of human-centered competencies (HCC) among secondary students in selected international schools in Phnom Penh, Cambodia. Employing a descriptive-correlational design, data were gathered from 77 secondary school teachers using a researcher-developed questionnaire assessing the five SCL dimensions: collaborative, inquiry-based, problem-based, active, and differentiated instruction; and the five HCC domains: critical thinking, creativity, communication, collaboration, and socio-emotional skills. Findings revealed that all SCL strategies were implemented at a high level (overall M = 3.98), with problem-based learning rated highest. All HCC domains were also observed at high levels (overall M = 3.76), with collaboration strongest and creativity weakest. A significant positive relationship was established between overall SCL utilization and HCC manifestation (rs = 0.410, p < .001). Differentiated instruction showed the strongest correlation with overall HCC, and active learning was the most broadly associated strategy across all five competency domains. Teacher profile variables, specifically years of teaching experience in Cambodia and participation in professional training, were significantly associated with SCL implementation. The study concludes that while international schools in Phnom Penh consistently apply student-centered approaches, creativity-focused strategies remain underutilized. A six-week capacity-building program was proposed to enhance teacher practice and support the integration of SCL strategies and HCC development in classroom instruction.