Democratic Approaches in the Co-Production of Learning Spaces in Higher Education: Facilitating Peer Learning Through the Co-Design of Gamified Digital Resources in International Contexts
Roč.31,č.3(2026)
Peer Learning in Higher Education: Redefining Peers, Expanding Opportunities, and Mapping the Limits
In this article, we consider how student participation in the design and development of a project to create interactive digital resources for extracurricular activities promotes an authentic space for learning inclusive leadership skills and the soft skills needed for future employment. Through the voices of students in the UK and international settings, insights are provided into the importance of understanding the role of the third space for peer learning, innovation, and practice. The project aimed to encourage students to build relationships: student to student, student to lecturer, and student to community. Participation in the design and development of an extensive gamified digital learning tool enhanced opportunities for peer learning and developing inclusive leadership skills. This learning, which is in addition to the formal curriculum, furthers the aim of higher education institutions in meeting the educational needs of culturally heterogenic student bodies, including international students, and develops agency and skills relevant to their future employment. The research sites were located in the UK and France. The data were collected through visual data of co-creation workshops and recorded interactions, field notes and observations, researcher diaries, semi-structured individual interviews with staff and students, and focus group interviews.
participatory design; student co-creators; gamified learning; international online participation; third space in higher education
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