Teachers’ Perception of Their Role in Active Learning in Elmergib University

Abstract

This study investigated university teachers’ perceptions and practices of active learning, assessing how these perceptions influence their practices, and identifying factors that affect active learning implementation in the Department of English, Faculty of Arts, Elmergib University. A descriptive questionnaire, including open-ended questions, was administered to 20 participating teachers. Data analysis involved percentages and thematic identification of patterns. Findings revealed that teachers hold positive perceptions of active learning, though their actual practices were significantly low. The study also identified several factors hindering active learning, including teachers’ preference for traditional methods, students’ lack of interest, insufficient learning resources and technology, and large class sizes. Based on these key findings, the study offers clear recommendations to address the challenges faced by both teachers and students, ultimately aiming to enhance active learning practices at the university.