Learning, Training, and Education in Schools in the Third Millennium

This study aims to analyze the conceptual transformations of learner-centered education in contemporary educational systems and to explain their implications for public education policy-making. This research employed a qualitative analytical review design using an interpretive approach. Data were collected exclusively through a systematic literature review, resulting in the selection of 15 high-quality scholarly articles. Data analysis was conducted using thematic analysis with the support of NVivo 14 software, and the analytical process continued until theoretical saturation was achieved. The findings indicate that learner-centered education has fundamentally transformed educational philosophy, curriculum design, teaching and learning practices, and assessment systems, leading to the redefinition of the roles of teachers, learners, and educational governance structures. These transformations have enhanced deep learning, academic motivation, learner self-regulation, and educational equity. The results confirm that learner-centered education represents a systemic transformation of public education, whose successful implementation requires alignment among educational policies, curriculum structures, teacher education, and assessment systems.