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August 17, 2025

Strategies for Shifting Teaching in UNRWA Schools in Palestine from Teacher-Centered to Student-Centered

Key Points

The findings showed a need for professional development and monitoring to improve teaching methods in UNRWA schools.
Key evidence from interviews with fifteen principals indicated important factors for successful educational reform in the West Bank.
The research employed a descriptive qualitative methodology, including classroom observations and interviews to gather insights.
The results highlight the importance of long-term stakeholder engagement to ensure a successful transition to student-centered teaching.

Abstract

This study explored the experiences of United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) school principals in the West Bank who participated in education reform (2011 - 2015). In response to the 2022 UNRWA Classroom Observation Study, this study examined strategies for shifting education teacher-centered to student-centered teaching methods using the descriptive qualitative methodology. The research interviewed fifteen principals with over five years of experience, and observed four classrooms. The findings highlighted the need for professional development, peer observations, monitoring, recourses, student support, teacher capacity building and accountability. Achieving a sustainable transition requires long-term stakeholder commitment. The researcher recommended further studies on long-term impacts and greater involvement of education specialists and area education officers for comprehensive reform.

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