Various sectors contributing to global development require transformation due to the changing nature of the world today. This transformation is not only materialistic but also related to human capital. The demand for skilled human resources is increasing with the rapid advancements in engineering and technology. Future engineering jobs will demand highly proficient individuals who can effectively manage technology, work independently, and collaborate with others. Education must adapt to produce highly skilled and ethical engineers, necessitating a shift in teaching practices. Educators must take on the task of changing the roles of learning by establishing student-centric learning environments that are aligned with the intended outcomes and assessments, in response to the call for education reform. This change necessitates a long-term visionary institutional leadership that solidly supports the purposeful development of SoTL-related skills, such as comprehension of the literature on educational research, application and assessment of innovative practices, critical reflection on practice for improvement, and dedication to sharing in a scholarly manner. Educators are increasingly embracing research-based and empirically supported pedagogical practices in their efforts to establish student-centered learning environments. Evidence-based pedagogies emphasize practices that have been shown to improve student learning and outcomes. Examples of these strategies include active learning, presenting students with real-world problems to address, facilitating learning through relevant projects, peer teaching, use of open-ended and probing questions to foster critical thinking and conversation, and the delivery of these strategies tailored to the individual student needs and learning styles. Complementary to these pedagogical shifts are assessments that align with student-centric learning objectives. Authentic and ongoing assessments that occur during the learning process play a pivotal role to provide feedback and guide instruction, helping both teachers and students identify areas for improvement and promote deep learning experiences. These tools offer students opportunities for self-assessment and reflection, encouraging the development of metacognitive skills and a deeper understanding of subject matter. The use of evidence-based pedagogies and assessments aims to improve the quality of education by aligning teaching methods and evaluation practices with research findings, ultimately enhancing student learning and outcomes. Educators adapt and refine these strategies to suit their specific teaching contexts and student needs while remaining informed by the best available evidence. The presented case studies advocate for discussion and incorporation of evidence-based practices to support the creation of student-centric learning environments. The implementation of evidence-based practices can cultivate well-rounded, adaptable learners who will be more equipped to succeed in the ever-changing context of twenty-first century education and beyond. Ultimately, educators, scholars, and institutions contribute to the scholarship of teaching and learning by sharing empirical evidence and insights, while the enactment of leadership at different levels further contributes to enrich and strengthen the broader educational community.