Nurun Nahar

Student-staff partnership in a pedagogical partnership context refers to a collaborative and mutually beneficial relationship between students and educators within an educational institution. This approach involves involving students as active
participants in shaping the learning experience, curriculum design, and educational decision-making processes (Matthews et al., 2019). Pedagogical partnerships places emphasis on experiential learning that enables them to apply theoretical concepts
to practical situations. This not only equips them with industry-relevant skills but also fosters critical thinking, adaptability, and effective communication– qualities highly valued by employers. Furthermore, these partnerships offer students networking
opportunities and insights into industry trends, enhancing their employability prospects. Ultimately, the application of pedagogical partnerships contributes to a smoother transition from education to professional employment as it immerses learners in an
experience that encourages reflection about the experience to develop new skills, new approaches or ways of thinking (Brocku, 2023). Graduates emerge with a competitive edge, possessing not only academic achievements but also practical skills
and a deep understanding of industry relevant intricacies. This approach cultivates a workforce that is well-prepared to tackle the challenges of the modern job market, bridging the gap between academia and industry while nurturing the success of
students in their professional careers (Segarra & Gentry, 2021)

For students born in the digital age of computers and considered as ‘digital natives’, I feel the current curriculum design on a module I teach provides insufficient scope to explore and challenge students ‘digital bravery’ abilities.
Most students in the current higher education context use technology to access online learning materials. However, relatively few students claim to be digital content creators although many own a web-enabled electronic device with easy access to various useful digital tools that allows for the creation of these online learning materials (Jones, Johnson and Gruszczynska, 2015).
Educators can nurture power-sharing relationship with students over online content creation and help learners ’take control of their learning needs and enhance student engagement by treating students as partners (SaP) as an approach to curriculum design. The concept of SaP emphasizes on engagement as an active process by engaging students as co-creators, co-designers, co-inquirers, coproducers and collaborators in partnership learning communities thus enabling the skills development process of both staff and students alike through learning partnerships (Healey et al., 2016; McPherson and Heggie, 2015; Mercer- Mapstone et al; 2017).