Reflective insights on co-creating an elective course as students as partners

The concept of students as partners (SaP) is gaining significant recognition worldwide in higher education. Collaboration between students and educators is widely acknowledged as a way to enhance the quality of education, particularly when they work together on tasks such as codeveloping educational materials, courses, and curricula (Bovill, 2012; Zou et al., 2023). Numerous studies highlight the positive outcomes of involving students in curriculum co-creation (Bovill, 2013; Zou et al., 2023; Verwoord, 2016). Some literature on SaP emphasizes the role of students in driving educational innovation rather than the benefits they experience (Hall, 2021; Becker et al., 2018). By actively participating as partners, students bring their unique perspectives, experiences, skills, and knowledge to improve educational practices and foster innovation (Bovill, 2013). While students may not be education experts, their expertise as learners enables them to provide valuable insights that refine teaching methods (Verwoord, 2016). Beyond enhancing educational practices, the co-creation process can offer significant benefits for the student partners. Collaborations allow students to reflect on and analyse their educational experiences, promoting greater metacognitive awareness (Bovill, 2013; Felten et al., 2014). This reflective process could therefore lead to deeper insights and personal growth (Felten et al., 2014). As three student partners, we collaborated in the co-development of an elective course. This reflective essay explores our experiences and the insights gained from this co-creation process. By shifting the focus to our own learning and growth, we aim to highlight the transformative impact of these partnerships.