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Curriculum Negotiation: Supporting Student Autonomy to Enhance Student Engagement.

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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]
Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Curriculum Negotiation: Supporting Student Autonomy to Enhance Student Engagement.
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  Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-determination+theory%22">Self-determination theory</searchLink>
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  Data: 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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  Data: <i>Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.20429/ijsotl.2026.200104
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        Text: English
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              Text: May2026
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