STUDENT VOICE; DOES IT MATTER IN CURRICULUM DEVELOPMENT IN HIGHER EDUCATION

Abstract

This review paper explores the potential value of recognition of student voice in curriculum development in higher education. The issue of learners as active participants in curriculum design and development is of interest in education forums. Different views have emerged over the value of involving learners in curriculum development matters. This review paper explores the potential value of recognition of student voice in curriculum development in higher education. Desktop review of literature was used as the main data collection method and relevant literature search from Google scholar was conducted to identify sources that tackle this subject. The aim was to understand what student voice is and what it means to recognise student voice in curriculum development. The paper also outlines benefits of recognition of student voice on curriculum issues. It further highlights some strategies institutions can engage to incorporate student voice in curriculum development. Guided by constructive learning theory that knowledge is gained as a result of active participation, reflection and construction, this paper discusses relevant literature on the value of student voice in curriculum development. The main finding from literature shows that there is value that goes with active learners’ participation in curriculum development. The paper concludes by advocating for robust means to recognise learners as legitimate stakeholders in curriculum development at higher education as their experiences are critical in shaping the curriculum to meet their evolving needs and contribute to sustainability.

KEYWORDS: Learners’ voice, curriculum design & development, higher education