Bridging the Theory-Practice Gap in a Transitional HEI: A Mixed-Methods Evaluation of Teaching and Student Experience

Abstract

Purpose: This study evaluates teaching effectiveness and pedagogical quality within a transitional university in Armenia navigating post-Soviet reforms toward alignment with the European Higher Education Area (EHEA). It aims to examine student and faculty perceptions of instruction, identify systemic barriers to student-centred learning (SCL), and formulate actionable strategies to bridge the gap between educational policy and classroom practice.

Design/methodology/approach: A sequential mixed-methods design was employed across three distinct stages. Stage 1 involved an anonymous survey of 200 students measuring perceptions of teaching clarity, feedback constructiveness, and pedagogical preferences, analysed using descriptive and inferential statistics (ANOVA (Note 1), t-tests (Note 2)). Stage 2 comprised semi-structured qualitative interviews with 12 exemplary faculty members identified through student evaluations to explore instructional philosophies and operational challenges. Stage 3 brought together 16 university leadership, academic staff and students for a capstone group discussion to triangulate data and co-design an institutional policy roadmap.

Findings: Inferential testing demonstrates significant disparities in student evaluations based on self-assessed academic performance (), whereas overall satisfaction does not differ significantly across gender (). The data reveal a distinct theory-practice gap, with students overwhelmingly prioritizing applied, interactive learning over passive, lecture-based delivery. A stark institutional dichotomy exists between dedicated, mentor-oriented teachers and disengaged instructors relying on outdated methods. Key obstacles include severe clinical training deficits in medical fields, underutilized simulation facilities, administrative inefficiencies, and inconsistent feedback mechanisms, particularly for average-performing students.

Research limitations/implications: Study constraints include lower participation among law and economics students due to anonymity concerns, as well as reliance on self-reported measures in a single institution. Theoretically, the paper extends student-centred learning frameworks to post-Soviet HEI transitions. Methodologically, the three-stage sequential design provides a replicable framework for future researchers to conduct multi-institutional, longitudinal studies tracking EHEA alignment across the region.

Practical implications: The study provides a structured, phased roadmap for HEI administrators, including immediate laboratory audits, multifaceted faculty performance evaluations incorporating student feedback, peer-led professional development, and mandatory credit-bearing practical training modules.

Social Implications: Addressing the theory-practice divide directly enhances professional competence among graduates, particularly in healthcare fields, improving public service quality, strengthening workforce readiness, and advancing sustainable higher education reform across post-Soviet transitional societies.

Originality/value: This paper provides empirical insight into the operational realities of SCL implementation within post-Soviet transitional contexts. It offers a validated evaluation framework and transferable strategy for transitional HEIs seeking structural alignment with EHEA quality standards.