The landscape of higher education (HE) is undergoing a significant transformation globally, shifting from traditional, lecture-based paradigms to learner-centered approaches that prioritize autonomy, active engagement, and critical thinking. This transition is underpinned by a growing consensus among educators that student-centered classrooms foster more effective learning environments. In Uzbekistan, this shift is particularly pronounced as the higher education system navigates a complex landscape of globalization and quality enhancement. Government initiatives, such as the introduction of the National Qualifications Framework (NQF), reflect a commitment to developing a flexible, outcome-based education system. However, the implementation of these reforms faces substantial challenges, including entrenched teacher-centered practices, insufficient digital infrastructure, and a lack of innovative assessment methods. Research indicates a critical need for educators to adapt their methodologies to cultivate independent, autonomous learners. This article aims to synthesize international research and domestic reforms in Uzbekistan, identifying barriers to the learner-centered approach and proposing strategies for effective implementation. Through a qualitative analysis of existing literature and policy frameworks, this study seeks to illuminate the multifaceted obstacles and opportunities that characterize the ongoing reform efforts in Uzbekistan’s higher education landscape.

learner-centered; higher education; Uzbekistan; flexible learning; teacher development; digital transformation.

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