Year: 2026
Type: article
Abstract: Peer learning in higher education is a key pedagogical strategy to encourage increased student agency and an equitable, inclusive position of learners as co-creators of knowledge resulting in multi-faceted positive impacts for the learning process. However, the specific design or incorporation of peer learning into curricula remains variable across disciplines and institutional contexts. This paper examines peer learning as an intentionally designed pedagogical strategy through the lens of different disciplines and interdisciplinary environments using a variety of frameworks. Drawing on theoretical and practice-based case studies from humanities, software engineering, and technology management the paper explores how disciplinary epistemologies shape challenges and possibilities around assessment strategies and peer co-creation of knowledge. The paper suggests general design principles for embedding strategies across curricula and offers transferable suggestions for implementing meaningful experiences.
Source: Studia paedagogica
DOI: 10.5817/sp2026-3-3
Authors: Erin Connelly, Dita Amry, Ejike Ezeh
Institution: University of Warwick
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7223666953