Defending the Anthropocentric Purpose of Secondary Education: The Role of the Teacher in Open and Distance Education in Greece

Abstract

The fundamental aim of secondary education ought to be anthropocentric. However, despite legislative intentions mandating secondary education to foster the intellectual and psychophysical development of students, this goal remains unmet. Contemporary schools, influenced by various factors, uphold principles that diminish their human-centred essence. The pedagogical role of the teacher emerges as a critical factor in this discrepancy. Within an open and distance learning framework, the teacher's role transitions towards that of an advisor, enhancing student autonomy. In such settings, the educator acts as a facilitator of learning, focusing on effective communication with students to address their needs, which emerge from active engagement in the learning process. This paper aims to investigate, through a literature review, how the teacher's role in open and distance education environments can cultivate a human-centred dimension in Greek education. Key findings highlight that the advisory role of the teacher includes fostering collaborative learning experiences for students by promoting the creation of online research communities, developing digital educational resources, encouraging self-directed learning and providing them with critical feedback. This role, when effectively executed, promotes student autonomy and active participation in the learning process, thereby enhancing their educational experience and fostering positive sentiments towards their involvement.