Curriculum Negotiation: Supporting Student Autonomy to Enhance Student Engagement.

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Bibliographic Details
Title:	Curriculum Negotiation: Supporting Student Autonomy to Enhance Student Engagement.
Authors:	Thomas, Brenda L.¹ thomasbl5@appstate.edu, Reynolds, William² wreynolds@fgcu.edu, Ponce De Leon, Jonathan² nathanman61@gmail.com, Sorbara, Caroline³ cbs9089@nyu.edu
Source:	International Journal for the Scholarship of Teaching & Learning. May2026, Vol. 20 Issue 1, Preceding p1-25. 27p.
Subject Terms:	Student engagement, Curriculum, Self-regulated learning, COVID-19 pandemic, Teaching methods, Transformative learning, *Higher education, Self-determination theory
Abstract:	Student disengagement has become a prominent concern across higher education in the five years since the COVID-19 pandemic. Yet students who are engaged in learning tend to be more successful academically. Therefore, pedagogies that enhance student engagement increase the probability of students’ success. This qualitative study explored curriculum negotiation as one such pedagogy. Results demonstrated similar behavioral and cognitive engagement from students in traditional and negotiated classes, but greater affective and agentic engagement from those who negotiated the curriculum with their classmates. Additionally, more students in negotiated classes indicated transformative learning than students in traditionally taught classes. We examine the differences in engagement through the lens of self-determination theory, followed by a consideration of the implications for curriculum negotiation to facilitate transformative learning. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Student disengagement has become a prominent concern across higher education in the five years since the COVID-19 pandemic. Yet students who are engaged in learning tend to be more successful academically. Therefore, pedagogies that enhance student engagement increase the probability of students’ success. This qualitative study explored curriculum negotiation as one such pedagogy. Results demonstrated similar behavioral and cognitive engagement from students in traditional and negotiated classes, but greater affective and agentic engagement from those who negotiated the curriculum with their classmates. Additionally, more students in negotiated classes indicated transformative learning than students in traditionally taught classes. We examine the differences in engagement through the lens of self-determination theory, followed by a consideration of the implications for curriculum negotiation to facilitate transformative learning. [ABSTRACT FROM AUTHOR]
ISSN:	19314744
DOI:	10.20429/ijsotl.2026.200104