This interpretative phenomenological study explores the development and implementation of a student-centred approach in nursing education, emphasizing its alignment with person-centred care principles. The study involved 20 nursing educators during 2017–2018 academic year at a Swedish university, participating in five reflective seminars guided by European Standards and Guidelines for quality assurance in higher education. The aim was to explore how nursing academics developed and implemented a student-centred approach in their teaching practice, while addressing enablers and challenges encountered in practice. The findings highlight five key themes: (1) Student-centred alignment between theory and practice, (2) Fostering relational approaches and partnerships, (3) Embracing norm-critical teaching, (4) Emancipating old patterns and habits (5) Finding new roles in student-centred teaching. Educators adopted innovative methods, such as simulation, reflective practices, and inclusive curriculum design, to bridge the gap between theoretical knowledge and clinical application. Reflection and mutuality emerged as core elements in building lecturer-student relationships, encouraging active learning, and fostering professional development. Norm-critical pedagogy emerged as a pivotal approach in addressing biases and promoting inclusivity within the learning environment. Challenges included navigating power dynamics, balancing student autonomy with guidance, and addressing systemic barriers such as limited resources and entrenched teaching norms. Lecturers recognized the need for institutional support and continuous self-reflection to sustain a student-centred culture. Addressing power dynamics and institutional constraints, the study highlights the need for professional development that prepares lecturers for evolving roles as facilitators and mentors. Additionally, findings emphasize the importance of relational pedagogy, and norm-critical approaches, creating inclusive and empowering learning environments. The findings contribute to the ongoing discourse on pedagogical innovation in higher education, offering strategies to foster sustainable and equitable learning experiences.