TY - JOUR

T1 - Pupil’s role in educational design

T2 - Exploring what it means to have a say in primary school

AU - Agustian, Hendra Y.

PY - 2024/4/30

Y1 - 2024/4/30

N2 - This case study explores pupils' role in educational design and what it means to have a say in primary school. Although many educational offers use the slogan 'pupil-centred' approach, examples are scarce in which children are seen as partners, let alone co-designers. It is therefore important to investigate to what extent pupils are involved in the design process and decision-making in a primary school context. The concepts such as co-determination, participation, room for choice, and competence were discussed. This small-scale study shows that the school policy regarding participation and co-design mainly concerns parents, but not pupils as much. Teachers have different perspectives about the importance of children’s participation. In general, they would like to involve the pupils more in the design process. The lack of time and educational inspection’s demand for standardised outcomes are limiting factors. The pupils believe that they sometimes influence how lessons are conducted at school and can choose how they work on the subject. In general, they feel positive about their competence.

AB - This case study explores pupils' role in educational design and what it means to have a say in primary school. Although many educational offers use the slogan 'pupil-centred' approach, examples are scarce in which children are seen as partners, let alone co-designers. It is therefore important to investigate to what extent pupils are involved in the design process and decision-making in a primary school context. The concepts such as co-determination, participation, room for choice, and competence were discussed. This small-scale study shows that the school policy regarding participation and co-design mainly concerns parents, but not pupils as much. Teachers have different perspectives about the importance of children’s participation. In general, they would like to involve the pupils more in the design process. The lack of time and educational inspection’s demand for standardised outcomes are limiting factors. The pupils believe that they sometimes influence how lessons are conducted at school and can choose how they work on the subject. In general, they feel positive about their competence.

M3 - Journal article

JO - European Journal of Education

JF - European Journal of Education

SN - 0141-8211

ER -