Obstacles to students voice in curriculum design
Published Jul 23, 2023 · Updated Feb 22, 2026
Collecting feedback is not the same as student voice. Student voice matters most when it gives students a genuine role in shaping the decisions that affect their education. A 2021 paper by Tuhkala, Ekonoja, and Hämäläinen (source) explores this idea through a study conducted at a Finnish university. In the study, students in the IT faculty were actively involved in curriculum design. They provided recommendations for the new curricula based on their experiences from the previous curriculum period.
The study aimed to answer two research questions:
- How were the student team's recommendations implemented in the new curricula?
- What hindered student voice in curriculum design?
Curriculum can be defined as either a product or a process. As a product, curriculum is the set of instructions that outlines learning goals, content, and teaching methods for a programme. As a process, it refers to the interaction and collaboration of students and teachers throughout the learning journey. That distinction matters: if curriculum is a process, student voice needs to be part of ongoing collaboration, not a one-off consultation. Student voice within curriculum can be beneficial because students experience the learning environment first-hand. Student participation in curriculum design has the potential to improve student development, academic outcomes, and perceptions of the module (an example is the important role of student voice in curriculum design).
In the study, students made several recommendations, including:
- Reducing the size of programmes.
- Removing compulsory classes.
- Editing learning outcomes.
- Adding classes to address common knowledge gaps.
These recommendations reflect common student concerns about curriculum, such as workload, interest, relevance, and the customisability of the programme.
Several student recommendations were implemented in the new curriculum, demonstrating the value of student voice within curriculum design. However, the first recommendation was not implemented because staff resisted the change. This highlights that, even when student opinion is considered, the power dynamic between students and teachers is unequal. Another reason given for not implementing student recommendations was a lack of time. This may suggest that recommendations are taken seriously only when they fit within staff constraints. The takeaway is that inviting student input is only the first step; institutions also need time and willingness to act on what they hear.
Through interviews with students, four factors were identified that may hinder student voice in curriculum design. For curriculum teams, these are barriers you can plan around when you want student participation to be meaningful:
- Insufficient perceived experience.
- Negative expectations about project significance.
- Negative attitudes towards student involvement.
- Lack of personal interest.
Students felt that they lacked the knowledge and skills needed to be involved in curriculum design. However, curriculum is not only related to content but also to the teaching methods and organisation of the course. In this respect, students are well placed to contribute because they have a unique perspective on how content is delivered. Clear expectations, support, and examples of what "good" input looks like can help students feel equipped to take part.
Students also reported that they did not view their contribution as important. They believed that their comments would only be considered if a staff member also suggested the change. This belief can lead to negative attitudes towards student participation and make students less willing to take part, especially if they feel their views are ignored (a pattern that can contribute to survey fatigue). Visible follow-through, showing what changed and why, can help counter this perception and build trust in the process.
In conclusion, there are several challenges involved with student voice in higher education curriculum design. Although the literature indicates clear benefits of student participation, it can be difficult to implement in a meaningful way. Overcoming barriers like confidence, perceived significance, attitudes, and interest is key to building better collaboration between students and staff.
FAQ
Q: How can educational institutions systematically analyse and incorporate student feedback into curriculum development processes?
A: Educational institutions can implement a structured approach to analyse and incorporate student feedback by using text analysis tools. This involves collecting feedback through surveys, forums, and focus groups, then applying text analysis to identify common themes, concerns, and suggestions. Text analysis helps process large volumes of data efficiently, allowing educators to understand student needs and preferences. By integrating these insights into curriculum development, institutions can ensure that the curriculum remains relevant, engaging, and aligned with student expectations. Regularly updating the curriculum based on student voice fosters a responsive, student-centred learning environment and enhances the overall educational experience.
Q: What are the best practices for engaging students in the curriculum design process to ensure their active participation and to overcome the identified barriers?
A: Best practice starts with a supportive and inclusive environment where student voices are valued. Institutions can organise workshops and training sessions to equip students with the knowledge and skills needed for meaningful participation. Educators should establish clear communication channels for feedback and actively encourage students to share their insights and ideas. Recognising contributions can also motivate participation and help overcome negative expectations and attitudes. Additionally, involving students in decision-making committees, and giving them a platform to present recommendations, can reinforce the importance of their role in shaping their educational experiences.
Q: How does the inclusion of student voice in curriculum design impact long-term academic outcomes and student satisfaction?
A: The inclusion of student voice in curriculum design can positively impact long-term academic outcomes and student satisfaction by ensuring that the curriculum is aligned with student needs and career aspirations. When students feel heard and see their feedback reflected in their courses, engagement and motivation can increase, supporting improved academic performance. A curriculum that considers student input is also more likely to be relevant, dynamic, and inclusive, addressing diverse learning preferences and backgrounds. Over time, institutions that prioritise student voice in curriculum design may see higher retention rates, stronger academic achievement, and graduates who feel valued and well-prepared for their future careers.
References
[Source] Ari Tuhkala, Antti Ekonoja & Raija Hämäläinen (2021). Tensions of
student voice in higher education: Involving students in degree programme curricula design. Innovations in Education and Teaching International, 58(4), 451-461
DOI: 10.1080/14703297.2020.176318
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