The co-design of the curriculum in the context of the Higher Education. A case study on the Course for the qualification of socio-pedagogical educator

Abstract

The study investigates benefits, criticalities and challenges of the co-design of a training programme based on learning outcomes and the transferability of the strategy to other educational contexts, through the analysis of the perceptions of the Professors involved in the design of the course for "Professional Socio- pedagogical educator" at the University of Florence. Following the analysis of the interviews with Professors on the collaborative design of this curriculum, some results align with previous studies while allowing to explore opportunities to advance knowledge on the subject. This design approach is not without its challenges, in particular with regard to the lexical divergence of the disciplines and the difficulty of negotiating knowledge within shared practices. Furthermore, the focus on the learning outcomes, also promoted through their declinations into different didactic formats, would appear relevant in conjunction with an approach centred on learners. Finally, the transferability of the practice appears to be linked to elements of the organization and structure of the academic context, which should facilitate the effort necessary to deploy the resources that co-design implies in its implementation.

Keywords

• curriculum design
• co-design
• learning outcomes
• higher education
• sociopedagogical educator