Curriculum Negotiation: Supporting Student Autonomy to Enhance Student Engagement
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| Title: | Curriculum Negotiation: Supporting Student Autonomy to Enhance Student Engagement |
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| Language: | English |
| Authors: | Brenda L. Thomas, William Reynolds, Jonathan Ponce De Leon, Caroline Sorbara |
| Source: | International Journal for the Scholarship of Teaching and Learning. 2026 20(1). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, College Students, Learner Engagement, Personal Autonomy, Curriculum Design, Participative Decision Making, Teaching Methods, Educational Strategies |
| ISSN: | 1931-4744 |
| Abstract: | Student disengagement has become a prominent concern across higher education in the five years since the COVID-19 pandemic. Yet students who are engaged in learning tend to be more successful academically. Therefore, pedagogies that enhance student engagement increase the probability of students' success. This qualitative study explored curriculum negotiation as one such pedagogy. Results demonstrated similar behavioral and cognitive engagement from students in traditional and negotiated classes, but greater affective and agentic engagement from those who negotiated the curriculum with their classmates. Additionally, more students in negotiated classes indicated transformative learning than students in traditionally taught classes. We examine the differences in engagement through the lens of self-determination theory, followed by a consideration of the implications for curriculum negotiation to facilitate transformative learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1516038 |
| Database: | ERIC |
| Abstract: | Student disengagement has become a prominent concern across higher education in the five years since the COVID-19 pandemic. Yet students who are engaged in learning tend to be more successful academically. Therefore, pedagogies that enhance student engagement increase the probability of students' success. This qualitative study explored curriculum negotiation as one such pedagogy. Results demonstrated similar behavioral and cognitive engagement from students in traditional and negotiated classes, but greater affective and agentic engagement from those who negotiated the curriculum with their classmates. Additionally, more students in negotiated classes indicated transformative learning than students in traditionally taught classes. We examine the differences in engagement through the lens of self-determination theory, followed by a consideration of the implications for curriculum negotiation to facilitate transformative learning. |
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| ISSN: | 1931-4744 |
