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Semi-structured interviews and observation were used with ten instructors and twelve students from four randomly selected colleges/institutes at a public university. Analysis produced themes on institutional and classroom levels of academic freedom. Results indicate classroom-level freedom influences adoption, while students hesitate to share concerns due to perceived backlash, and instructors may be limited in classroom-wide implementation decisions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-the-practice-of-academic-freedom-and-active-learning-in-ethiopias-higher-education-a-case-study/593122/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-the-practice-of-academic-freedom-and-active-learning-in-ethiopias-higher-education-a-case-study/593122.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach does the study use to examine academic freedom and active learning?","Question",{"text":112,"@type":113},"The study uses a qualitative case study design. It collects data through semi-structured interviews and observation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the Ethiopian higher education case study?",{"text":117,"@type":113},"The research was conducted at a public university in Ethiopia and involved ten instructors and twelve students from four randomly selected colleges or institutes.",{"name":119,"@type":110,"acceptedAnswer":120},"How does classroom-level academic freedom affect student-centred approaches?",{"text":121,"@type":113},"The findings suggest that students’ academic freedom in classrooms affects adoption of student-centred approaches. 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To achieve this objective, the study relies on a qualitative case study research design. In this regard, semi-structured interviewsand observation were employed as data gathering tools. The data passed through a series of data analysis processes ranging from data reduction to data verification. The study was conducted at a public university in Ethiopia and recruited ten instructors and twelve students from four randomly selected colleges/institutes belonging to the participating university. The initial analysis resulted in two major themes, each having two subthemes. That is academic freedom at the institutional level for instructors and students and academic freedom at the classroom for instructors and students. Given this, the findings show that the academic freedom of students at the classroom level affects the adoption of student-centred approaches. Students seem to be restrained from freely sharing their concerns, being afraid of the backlash from their instructorsand colleagues. Moreover, the instructors in Abay University seem excluded in deciding to implement a student-centred approach in every classroom other than receiving pedagogical training to implement it as a non-negotiable change.  \nThese findings call for higher education reforms at national and institutional levels to cultivate an organisational environment that facilitates student-centred approaches.  \nKeywords: student-centred approach, academic freedom, active learning approaches, higher education, Ethiopia  \nIntroduction  \nChanges in organisations are inevitable in the age of information and globalisation, leading them to search for innovative ways of conducting business (Saint-Onge & Armstrong, 2004). Further, globalisation increasingly demands diverse changes in higher education institutions (Mok, 2010). Stakeholders in these institutions demand that they be more accountable and transparent and bring concrete proof of success. Changes in higher learning institutions could be achieved through working continuously on innovation in curricula, teaching strategies, support services, and overall functioning (White & Glickman, 2007). According to Zhu and Engels (2014), these innovations in higher education are of paramount importance to properly prepare a new generation for a knowledge society. By  \n*  \nAssistant Professor, College of Education, University of Gondar, Gondar, Ethiopia.  \n±Associate Researcher and Assistant Professor, Department of Human Sciences (Psychology), University of Verona, Italy.  \nconsidering this fact, higher education institutions should promote innovative practices in the significant activities they are concerned with. Hence, this study aims to explore the impact of academic freedom on active learning approaches in a public university in Ethiopia.  \nReform of Ethiopian Higher Education System  \nMotivated by the need for better performance and the desire to answer stakeholders' expectations, the Ethiopian higher education system has promoted various reforms as witnessed in revising the inherited legacy (Yizengaw, 2005) . This is due to higher education institutions being “organic in the sense that their parts (norms, ideas, organisations, and frameworks) are subjected to change in response to internal and external pressures, to maintain stability in the institutional arrangement as a whole” (Waks, 2007, p. 287) . In cognisance of this, the new Ethiopian higher education proclamation, approved by the parliament in 2003, served as a starting point for implementing innovative reforms (World Bank, 2003). One of these reforms was a shift in pedagogical philosophy from instructorled teaching to student-centred ","cbCaihSSIteuVBBR","https://ap.wps.com/l/cbCaihSSIteuVBBR","pdf",223734,23,"English","# Introduction\n# Reform of Ethiopian Higher Education System\n# Academic Freedom in the Ethiopian Higher Education System\n# Role of University Teachers in Ac","[{\"question\":\"What research approach does the study use to examine academic freedom and active learning?\",\"answer\":\"The study uses a qualitative case study design. It collects data through semi-structured interviews and observation.\"},{\"question\":\"Who participated in the Ethiopian higher education case study?\",\"answer\":\"The research was conducted at a public university in Ethiopia and involved ten instructors and twelve students from four randomly selected colleges or institutes.\"},{\"question\":\"How does classroom-level academic freedom affect student-centred approaches?\",\"answer\":\"The findings suggest that students’ academic freedom in classrooms affects adoption of student-centred approaches. Students may restrain themselves from freely sharing concerns because they fear backlash from instructors and colleagues.\"}]","Exploring the Practice of Academic Freedom and Active Learning in Ethiopia’s Higher Education - A Case Study | PDF",1792076642,58]