Abstract In most sub-Saharan African countries, mainstreaming learner-centred interactive pedagogy (LCIP) is defined as a policy priority. Similarly, Eritrea has adopted the same policy to seek a solution to its educational challenges. Rather than rote mastery of course content, the LCIP approach prioritises learners in constructing knowledge through interaction, active participation and controlling the learning process. This paper explores secondary school teachers' perceptions of LCIP and their challenges in implementing this pedagogical approach. Constructivism and sociocultural learning theory are considered conceptual frameworks to highlight LCIP as an approach for teaching and learning. Qualitative data from 12 teachers' interviews were analysed through qualitative content analysis and inductive reasoning. The findings suggest that without laying the necessary foundation, the policy emphasis on LCIP, which is considered critical in addressing educational challenges, puts pressure on teachers to employ LCIP while it remains idealised. Furthermore, the findings indicate that diverse challenges should be addressed to generate change in classroom practices in Eritrean secondary schools by implementing the LCIP approach.

中文翻译：

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厄立特里亚教师对以学习者为中心的互动教学法的看法

摘要 在大多数撒哈拉以南非洲国家，以学习者为中心的互动教学法 (LCIP) 主流化被定义为政策优先事项。同样，厄立特里亚也采取了同样的政策来寻求解决其教育挑战的办法。LCIP 方法不是死记硬背课程内容，而是优先考虑学习者通过互动、积极参与和控制学习过程构建知识。本文探讨了中学教师对 LCIP 的看法以及他们在实施这种教学方法时面临的挑战。建构主义和社会文化学习理论被认为是强调 LCIP 作为教学和学习方法的概念框架。通过定性内容分析和归纳推理，对来自 12 位教师访谈的定性数据进行了分析。调查结果表明，在没有奠定必要基础的情况下，对 LCIP 的政策强调（被认为对解决教育挑战至关重要）在 LCIP 仍然理想化的情况下给教师带来了使用 LCIP 的压力。此外，调查结果表明，应通过实施 LCIP 方法解决各种挑战，以改变厄立特里亚中学的课堂实践。