Autoethnographic Reflections of Constructivist and Student-Centred Teaching in Internationalised Undergraduate Classrooms

Abstract

This article explores the challenges and opportunities of teaching in internationalized undergraduate classrooms at a South Korean university. Drawing on autoethnography, reflexive pedagogy, and constructivist learning, it examines how student-led and reflexive approaches can lead to more inclusive learning environments. Through classroom examples, including discussions on media framing, privilege, and cultural assumptions, the paper illustrates how constructivist and student-centred pedagogies disrupt traditional learning hierarchies. It argues that reflexivity is essential in global education, enabling both students and educators to critically engage with power structures in the classroom. Ultimately, this study calls for a pedagogical shift that places students’ lived experiences at the centre of the learning process, challenging educators to move toward co-constructed and socially engaged education.