Recently, I had the chance to sit down with student partners involved in a co-creation project, and their enthusiasm was infectious. They spoke about how being part of the process gave them a sense of ownership over their education—something they hadn’t experienced before. Thinking back on the conversations I’ve had and the research I revisited, it’s clear why co-creation is so impactful. When students are involved, they’re not just learning—they’re taking ownership, building confidence, and feeling seen. It’s more than an educational strategy; it’s a way to empower students to be active participants in their education and, ultimately, their future.
At the same time, co-creation also builds stronger connections between teachers and students. By working together to share decisions and embrace challenges, education becomes a meaningful journey of growth and transformation for all.
Partnership and shared decision-making
At the core of teacher-student co-creation is the idea of partnership. It’s about creating a space where decisions about learning—whether it’s curriculum design, teaching methods, or assessments—are made collaboratively. This shifts the dynamic from “teacher as expert” to “partners in learning.” Instead of teachers deciding everything and students just following along, it’s a shared effort where everyone brings something valuable to the table. Partnership is fundamentally about relationships that develop by disrupting student–teacher identities and assumed power dynamics (Cook-Sather et al., 2014; Matthews, Cook-Sather, et al., 2019). This approach recognises that both teachers and students bring unique expertise to the table, creating a more inclusive and equitable learning environment. For students, having a voice in shaping their education fosters a sense of responsibility and belonging, while for educators, it opens up opportunities to learn from their students in profound and unexpected ways.
Embracing productive struggles in the journey
While teacher-student co-creation offers many benefits, it is also a challenging process, particularly as it disrupts traditional roles and norms in education. Students often need to dedicate more time and effort, adjust to working closely with staff, and overcome the uncertainty of taking on new roles and responsibilities in the learning process. For educators, this requires letting go of control and embracing uncertainty. Yet, it is precisely these challenges—the discomfort, effort, and even initial resistance—that make co-creation transformative.
Tanya Lubicz-Nawrocka and Catherine Bovill (2023) capture this dynamic perfectly, stating: “These forms of disruption could be seen as examples of productive struggle that were ultimately considered valuable, once students realised the benefits of learning through co-creating curricula”. It’s in this iterative process—one that involves continual reflection, adjustment, and dialogue—that both students and teachers uncover the true power of co-creation. The challenges faced along the way serve as opportunities for growth, fostering resilience, collaboration, and a deeper understanding of the shared learning experience. This makes co-creation not just a method of teaching, but a journey of transformation for everyone involved.
Key strategies
Teacher-student co-creation redefines traditional roles in education, fostering meaningful partnerships and navigating challenges that ultimately transform the learning experience; with this foundation, let’s explore some key strategies that educators can embrace to implement co-creation effectively.
- Foster open communication and trust: Build strong, respectful relationships with students by creating a safe space for honest and meaningful dialogue, and establish clear ground rules to ensure everyone feels heard and valued.
- Involve students in meaningful decisions: Engage students in co-creating curriculum, assessments, or learning strategies to give them a sense of ownership and agency in their education.
- Normalise and support productive struggles: Acknowledge that discomfort and challenges are part of the co-creation process and provide guidance to help students and staff navigate these moments effectively.
- Ensure inclusivity in participation: Actively seek out diverse student voices to create more equitable and representative learning environments that address varied perspectives and needs.
- Adopt a reflective and iterative approach: Continuously refine co-creation practices based on feedback, ensuring the process evolves to meet the changing dynamics and goals of the learning community.
Find out more
The QM Academy’s resources on co-creation are super handy for anyone looking to bring students and educators together to create something meaningful. They’ve got examples, tools, and training to help you get started.
By Johnny Lee
References
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning & teaching: A guide for faculty. Jossey-Bass.
Cook-Sather, A., Bahti, M., & Ntem, A. (2019). Pedagogical partnerships: A how-to guide for faculty, students, and academic developers in higher education. Elon University Center for Engaged Teaching Open Access Series. https://www.centerforengagedlearning.org/books/pedagogical-partnerships/
Tanya Lubicz-Nawrocka & Catherine Bovill (2023) Do students experience transformation through co-creating curriculum in higher education?, Teaching in Higher Education, 28:7, 1744-1760, DOI: 10.1080/13562517.2021.1928060