Classroom Management in the 21st Century: A Qualitative Review Across Higher Education Contexts
Session
Education and Development
Description
This qualitative review explores how classroom management has evolved in 21stcentury higher education, emphasizing global trends, local implications, and practical recommendations for transitional systems like Kosovo. By synthesizing 15 qualitative and mixed-method studies published between 2012 and 2025, the study examines how management practices are reshaped by digitalization, massification, and student autonomy. Findings reveal that classroom management in higher education has moved beyond control toward coconstructed engagement, with technology and class size emerging as key mediators. The paper argues that managing learning today means managing relationships, attention, and space. It concludes with recommendations for institutional support, pedagogical redesign, and future research directions linking classroom management to sustainable quality education.
Keywords:
classroom management; higher education; qualitative review; 21st century learning; class size; teacher effectiveness
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-982-41-2
Location
UBT Lipjan, Kosovo
Start Date
25-10-2025 9:00 AM
End Date
26-10-2025 6:00 PM
DOI
10.33107/ubt-ic.2025.145
Recommended Citation
Haliti, Trendeline, "Classroom Management in the 21st Century: A Qualitative Review Across Higher Education Contexts" (2025). UBT International Conference. 11.
https://knowledgecenter.ubt-uni.net/conference/2025UBTIC/ED/11
Classroom Management in the 21st Century: A Qualitative Review Across Higher Education Contexts
UBT Lipjan, Kosovo
This qualitative review explores how classroom management has evolved in 21stcentury higher education, emphasizing global trends, local implications, and practical recommendations for transitional systems like Kosovo. By synthesizing 15 qualitative and mixed-method studies published between 2012 and 2025, the study examines how management practices are reshaped by digitalization, massification, and student autonomy. Findings reveal that classroom management in higher education has moved beyond control toward coconstructed engagement, with technology and class size emerging as key mediators. The paper argues that managing learning today means managing relationships, attention, and space. It concludes with recommendations for institutional support, pedagogical redesign, and future research directions linking classroom management to sustainable quality education.