UGC NET Questions (Paper – 1)

ICT integration often shifts focus from the teacher delivering information to students actively engaging with digital resources and peers. This aligns with learner centred approaches that emphasise autonomy, inquiry and collaboration. Such environments allow students to take responsibility for their learning paths. Thus, ICT in this context supports a learner centred approach.

Option A:
Option A, teacher centred, emphasises lectures and one way transmission of knowledge, which may be reduced when ICT encourages active student participation.

Option B:
Option B is correct because constructivist uses of ICT stress the learner's role in constructing knowledge, placing the learner at the centre of the teaching learning process.

Option C:
Option C, content centred, focuses mainly on covering syllabus topics rather than on how learners engage with them.

Option D:
Option D, exam centred, narrows learning to test preparation and does not capture the broader pedagogical orientation encouraged by ICT.

In learner-centred teaching,the main focus is on the learner’s active construction of knowledge rather than on teacher talk. The teacher therefore acts as a facilitator who designs tasks,provides resources and guides inquiry instead of simply transmitting information. A facilitator encourages students to take responsibility for their own learning and supports collaboration among them. Hence,the most appropriate description of the teacher’s primary role in such an approach is facilitator.

Option A:
A controller is associated with highly teacher-centred classrooms where the teacher dominates communication and decision-making. While some control is necessary,the central idea of learner-centred teaching is to reduce rigid control and increase learner agency,so controller is not the best fit.

Option B:
A facilitator encourages questioning,discussion and exploration by students while still providing structure and support. This role aligns directly with learner-centred pedagogy where students are expected to participate actively and make choices,so facilitator is the correct option.

Option C:
An examiner focuses mainly on judging student performance through tests or oral questions,which is only one part of teaching and does not capture the ongoing supportive role described in the stem.

Option D:
A narrator usually indicates someone who tells stories or talks at length,which resembles lecture-centred instruction rather than participatory,learner-centred work.

In learner-centred approaches, teachers design environments in which students take responsibility for their own learning. The teacher provides resources, scaffolding and feedback rather than simply transmitting information. This role is captured by the term facilitator, which emphasises enabling and supporting learning processes. Thus, the stem correctly describes the teacher as a facilitator in such classrooms.

Option A:
Dictator suggests an authoritarian style in which the teacher imposes decisions without considering learners’ needs or participation. This contradicts the core philosophy of learner-centred education, which values autonomy and shared decision-making.

Option B:
Lecturer implies a teacher who mainly delivers content through extended verbal exposition, often with limited student interaction. While lectures can be part of learner-centred strategies, the overall role in such classrooms is broader than lecturing and focuses more on guiding learning activities.

Option C:
Facilitator highlights the interactive role of the teacher in organising tasks, asking probing questions and helping students construct meaning. It shifts the emphasis from teaching as telling to teaching as supporting inquiry. This matches the stem’s description of guiding active learning and is therefore the correct option.

Option D:
Examiner focuses on assessing learners' performance and assigning grades. Although assessment is important, a teacher whose primary role is examiner is not aligned with learner-centred pedagogy.

Goal setting, questioning and collaboration shift responsibility to learners and promote active engagement—core features of learner-centred participation.

Option A:
Teacher-dominated approaches keep control with the teacher and restrict student initiative, unlike the stem.

Option B:
Examination-oriented teaching focuses on tests and may not promote authentic questioning or collaboration.

Option C:
Learner-centred approach prioritises student agency, inquiry and cooperation, exactly as described.

Option D:
Memory-based approaches emphasise rote recall and reduce student initiative and collaboration.