Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective.

Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting them with skills and basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement.

Constructivist learning models require active input from students and intellectual effort and aids retention. The role of the teacher in student-centered learning is to facilitate the students' learning by providing a framework that facilitates their learning. Constructivists believe that for higher levels of cognition to occur, students must build their own knowledge through activities that engage them in active learning.
  Student-centred learning is grounded in constructivist learning theories. Constructivism evolved from a number of learning theories, each contributing valuable ideas that have shaped current understandings. The notion that binds them together is that the learner is the central entity who must be actively engaged in seeking and constructing meaning.
  The constructivist revolution has deep roots in the history of education. Constructivist approaches to teaching include such concepts as: top-down processing, cooperative learning, discovery learning, self-regulated learning, scaffolding, Learner-Centered Psychological Principles. Another key concept of constructivist theories of learning is a vision of the ideal student as a self-regulated learner. Self-regulated learners are ones who have knowledge of effective learning strategies and how and when to use them.
  In constructivism learning, students work together in small groups to help each other learn. Constructivism learning also incorporates group goals and individual accountability show substantial positive effects on the achievement of students.

Describe the levels of moral development according to Kohlberg. Explain their importance for character education in HEIs.

Kohlberg identified three levels of moral reasoning: pre-conventional, conventional,and post-conventional. Each level is associated with increasingly complex stages of moral development.

Level 1: Preconventional

Throughout the preconventional level, a child’s sense of morality is externally controlled. Children accept and believe the rules of authority figures, such as parents and teachers.

 Stage 1: Obedience-and-Punishment Orientation

Stage 1 focuses on the child’s desire to obey rules and avoid being punished.

Stage 2: Instrumental Orientation

Stage two reasoning shows a limited interest in the needs of others, only to the point where it might further the individual’s own interests.

Level 2: Conventional

Throughout the conventional level, a child’s sense of morality is tied to personal and societal relationships. Children continue to accept the rules of authority figures, but this is now due to their belief that this is necessary to ensure positive relationships and societal order. Adherence to rules and conventions is somewhat rigid during these stages, and a rule’s appropriateness or fairness is seldom questioned.

Stage 3: Good Boy, Nice Girl Orientation

In stage 3, children want the approval of others and act in ways to avoid disapproval. Emphasis is placed on good behavior and people being “nice” to others.

Stage 4: Law-and-Order Orientation

In stage 4, the child blindly accepts rules and convention because of their importance in maintaining a functioning society.

Level 3: Postconventional

Throughout the postconventional level, a person’s sense of morality is defined in terms of more abstract principles and values. People now believe that some laws are unjust and should be changed or eliminated. Stage 5: Social-Contract Orientation

In stage 5, the world is viewed as holding different opinions, rights, and values. Such perspectives should be mutually respected as unique to each person or community.

Stage 6: Universal-Ethical-Principal Orientation

In stage 6, moral reasoning is based on abstract reasoning using universal ethical principles. Generally, the chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or respect.