Abstract
The paradigm shift from teacher-centered to student-centered pedagogy has a world-wide advocacy for its practice at all levels of education. Nigeria, a major sub-Saharan country (population-wise), is in the process of making a transition from teacher-centered to student –centered mode of education. It therefore becomes pertinent to focus attention on its higher education system, a preparatory level for its future teachers. This paper therefore presents an insight into the theory and practice of this pedagogy, specifically focusing on the transition status at this level. Some challenges, including low quality education system, low pedagogical understanding among teachers, relatively large class sizes, curricula demands, paucity of technological infrastructure, and assessment challenges, are highlighted in this paper. Suggestions to fast-track this transition are made for the government and its regulatory agencies, as well as teaching faculties, to act on the recommendations, as it concerns them.
Keywords: constructivism, student-centered learning, teacher-centered learning, higher education, Nigeria.