Co-creation: unlocking the full potential of students as co-creators of projects in Higher Education

Espinoza Ramos, G. Forthcoming. Co-creation: unlocking the full potential of students as co-creators of projects in Higher Education.

TitleCo-creation: unlocking the full potential of students as co-creators of projects in Higher Education
AuthorsEspinoza Ramos, G.
Description

#LTHEchat 324
Blog about students-as-co-creators projects, their advantages, challenges, gaps in the research and impact in improving the curricula in HE

Six questions were released on 26th March through Bluesky using the #LTHEchat. The following links only capture the replies to the six questions posted on that day

Q1. What are the benefits of involving students as co-creators in higher education? #LTHEchat
https://bsky.app/profile/lthechat.bsky.social/post/3llclckgktk2v

Q2. What challenges might students and staff face when participating in co-creation projects, and how might these be overcome? #LTHEchat
https://bsky.app/profile/lthechat.bsky.social/post/3llclqnsqpc2v

Q3. How can HE institutions ensure that co-creation initiatives are inclusive and equitable for all participants? #LTHEchat
https://bsky.app/profile/lthechat.bsky.social/post/3llcmc55v622h

Q4. How can co-creation be integrated into existing curricula to enhance learning outcomes? #LTHEchat
https://bsky.app/profile/lthechat.bsky.social/post/3llcmtw2b7c2h

Q5. How can co-creation be integrated with research? #LTHEchat
https://bsky.app/profile/lthechat.bsky.social/post/3llcnfr2nys2h

Q6. In what way does or could co-creation lead to authentic learning? #LTHEchat
https://bsky.app/profile/lthechat.bsky.social/post/3llcnyncabs2h

Publication dates
Published24 Mar 2025
Keywordsstudent-staff partnership
students-as-co-creators
SDG 4
SDG 17
Web address (URL)https://lthechat.com/2025/03/24/lthechat-324-co-creation-unlocking-the-full-potential-of-students-as-co-creators-of-projects-in-higher-education/

Related outputs

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Espinoza Ramos, G. 2025. AI Talks: AI-Driven insights - challenges and examples when embedding AI in teaching and research.

Students as co-creators project: Understanding Students' preferences for Blended Learning approaches at Westminster Business School
Espinoza Ramos, G. 2025. Students as co-creators project: Understanding Students' preferences for Blended Learning approaches at Westminster Business School. https://doi.org/10.25416/NTR.28216091.v1

Embedding sustainability in the curricula: A case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School
Espinoza Ramos, G. and Capucci Polzin, A. 2024. Embedding sustainability in the curricula: A case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School. https://doi.org/10.25416/NTR.27682608.

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Espinoza Ramos, G. 2024. Decolonising assessment by using Universal for Design Learning (UDL). A case study part of: Enhancing Assessment: A Practitioner Guide 2024. 2024 Advance HE.

Embedding sustainability in curricula: a case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School
Espinoza Ramos, G. and Capucci Polzin, A. 2024. Embedding sustainability in curricula: a case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School. 10th International Conference on CSR, Sustainability, Ethics & Governance. Sibiu, Romania 12 - 14 Jun 2024 Springer.

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Espinoza Ramos, G. 2024. Making Education for Sustainable Development (ESD) More Inclusive and Engaging Through Universal Design for Learning (UDL): A Case Study at theWestminster Business School. in: Walter Leal Filho, Amanda Lange Salvia and Claudio Ruy Portela de Vasconcelos (ed.) An Agenda for Sustainable Development Research Hamburg Springer. pp. 651-669

Embedding Education of Sustainable Development (ESD) and Universal Design for Learning (UDL) principles in a field trip to improve the student learning experience
Espinoza Ramos, G. 2024. Embedding Education of Sustainable Development (ESD) and Universal Design for Learning (UDL) principles in a field trip to improve the student learning experience. in: Garnham, W. and Oprandi, P. (ed.) Outdoor Learning in Higher Education: Educating Beyond the Seminar Room Routledge.

Using AI tools in Higher Education [Podcast]
Espinoza Ramos, G. 2023. Using AI tools in Higher Education [Podcast].

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Espinoza Ramos, G. 2023. Choice of output. in: Inclusive Learning Design in Higher Education A Practical Guide to Creating Equitable Learning Experiences Routledge.

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Espinoza Ramos, G. 2020. ‘Unwritten Rules’ in Social Partnerships: Defining Corporate Social Responsibility (CSR) Through Institutional Theory in the Peruvian Mining Industry. in: Díaz Díaz, B., Capaldi, N., Idowu, S. and Schmidpeter, R. (ed.) Responsible Business in a Changing World: New Management Approaches for Sustainable Development Springer. pp. 235-245

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