Co-design as an impulse for university students' engagement

Abstract

The partnership between students and university teachers through co-design practices encourages active participation, enables academic engagement, and introduces training values when developing the metacognitive awareness of what is being learned. The aim of our research was to analyse representations and significant frameworks of teachers who promoted co-design practices in a Spanish public university. For the purpose of this study, 265 students were involved-from eight different degree programs- and ten teachers. The co-design processes carried out were related to aspects focused on content, assessment, and teaching methodologies in different types of lectures and matters. The results allow us to present four significant frameworks developed by the teachers involved in codesign experiences based on the discussion group technique. The results reaffirm the qualities of co-design and propose new keys in relation to its conception as a participatory construction process, adding the role of the student as a builder of change. In addition, they propose two new qualities in its characterisation, thus configuring a proposal of five qualities: Respect, Reciprocity, Responsibility, Reflection and Revision. These contributions are key to accompanying the development of students' engagement at the university and in their training.