The important role of student voice in curriculum design
Published Jul 28, 2023 · Updated Feb 26, 2026
Curriculum design shapes what students learn and how they learn it, but students are still often underrepresented in shaping it. Research on student voice in curriculum design is limited, but a case study by Brooman, Darwent, and Pimor (2015) (Source) explored the effectiveness of involving students in redesigning a European Law module at a UK university. Curriculum can be defined both as a module's content and delivery structure, and as the dynamic, collaborative learning process between staff and students (Fraser and Bosanquet, 2006). The study initially focused on how student voice can influence curriculum content and structure, but it evolved to include the process of student learning and engagement.
Bovill, Cook-Sather, and Felten (2011) suggest that student involvement in curriculum design can increase student motivation, commitment, and engagement. However, students are typically underrepresented in curriculum design. This may be due to implementation barriers such as unequal power relationships, time constraints, external regulations, and students' lack of confidence or knowledge. Student participation is commonly limited to module evaluation surveys, which rarely result in meaningful change.
The study explored student participation in curriculum design through focus groups. An external educator ran the sessions to reduce the power imbalance between lecturer and students. Students were asked to comment on their experience of a curriculum recently designed by lecturers and informed by student engagement literature. The researchers found that students' perceptions did not always align with the literature. For example, the lecturer-designed curriculum included a large volume of course content information because the literature suggested that abundant resources increase attainment. Students, however, reported finding the volume overwhelming and difficult to digest. Another example was the introduction of seminars with compulsory preparation. Although the literature suggested this strategy may enhance learning, students found it demoralising; attendance and engagement dropped as a result.
Following the focus groups, several curriculum amendments were made. As a result, attendance, attainment, and student satisfaction increased. The gap between a literature-informed and student-informed curriculum highlights the unique perspective students bring to teaching and learning, and the differing priorities of students and staff. Student voice can challenge assumptions about the teaching and learning process and prompt lecturers to revisit how they interpret the literature. Combining student voice with research evidence can support a more effective curriculum and improve engagement and academic outcomes. The process also improved student-staff relationships by creating more open dialogue about learning, likely because it fostered mutual respect and understanding. Although this work can be time-consuming and uncomfortable for both staff and students, the benefits were not limited to the participating cohort. High engagement and academic outcomes were sustained across multiple iterations of the module. As such, including student perspectives in curriculum design can be an effective way to create curricula that students engage with and learn from.
Practical takeaway: involve students early in curriculum redesign, ideally with facilitation that reduces power imbalances, and use their feedback to sense-check whether "best practice" aligns with your cohort before you scale changes.
FAQ
Common questions about including student voice in curriculum design:
Q: How does student diversity (e.g., cultural, academic background) impact the effectiveness of student voice in curriculum design?
A: Student diversity can strengthen student voice in curriculum design. When students from different cultural and academic backgrounds share their perspectives, it broadens the experiences and viewpoints reflected in the curriculum. That can make curricula more inclusive and better aligned with a wider range of needs and interests. The article does not detail specific strategies for capturing diverse voices, but to benefit from diversity, institutions need processes that help all students contribute safely and equitably.
Q: What specific methods or tools are used to analyse student feedback during the curriculum design process, and how do they ensure that all voices are heard and considered equally?
A: The article highlights focus groups facilitated by an external educator, which can help reduce power imbalances and encourage open discussion. It does not specify how the feedback was analysed. In practice, thematic analysis (manual or supported by tools like text and sentiment analysis) can help educators identify recurring themes and concerns across large volumes of comments. These methods can support consistency and ensure contributions are considered, but their value depends on careful implementation and, crucially, whether staff act on what they learn. Combining focus groups with systematic analysis can give a more complete picture of student voice.
Q: Are there examples of student voice leading to the integration of new teaching methodologies or technologies within the curriculum, and what were the outcomes?
A: The article describes how student feedback prompted curriculum amendments and was associated with higher attendance, attainment, and satisfaction, but it does not give specific examples of new methodologies or technologies. In other contexts, student input can influence changes such as flipped sessions, more collaborative activities, or the use of digital platforms that support interaction and preparation. When those changes are grounded in what students say they need, they are more likely to improve engagement and learning outcomes.
References
[Source] S. Brooman, S. Darwent and A. Pimor (2015) The student voice in higher education curriculum design: is there value in listening?, Innovations in Education and Teaching International, 52(6), 663-674 DOI: 10.1080/14703297.2014.910128
[1] Fraser, S., & Bosanquet, A. (2006). The curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education, 31, 269–284. DOI: 10.1080/03075070600680521
[2] Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16, 133–145. DOI: 10.1080/1360144X.2011.568690
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