Developing an inclusive curriculum: Understanding co-creation through cultural lens

ABSTRACT

Global exigency towards more inclusive practices in higher education institutions (HEIs) has markedly accelerated institutional reforms. This qualitative research aims to explore the idea of co-creating curriculum from the cultural lens of Asian HEIs. A total of twenty (n = 12 females and n = 8 males) undergraduate students volunteered to actively co-create curriculum with a group of lecturers. Their experiences and views towards this approach were gathered from several focus group interviews. The interview data were analysed using hybrid thematic analysis. Findings revealed three overarching themes: (1) existence of socio-cognitive conflicts, (2) pseudo-involvement and (3) positive outlook. These findings indicate complex interactions between Asian students’ cultural orientation, their belief systems as well as their willingness to be actively involved in co-creating curriculum. Following this, a comprehensive understanding of how culture adapts to the idea and practices of co-creating curriculum is presented. This research subsequently offers several practical implications for Asian HEIs to implement co-creating curriculum more effectively. By highlighting the importance of understanding students’ culture, this research concludes that co-creating curriculum is a promising approach for Asian HEIs to develop a more inclusive higher education curriculum.

KEYWORDS:

• Inclusive curriculum
• Co-creating curriculum
• Curriculum development
• Culture

Acknowledgements

This research was supported by Tabung Kokurikulum PTJ under Grant No: GG-2020-013 and the National University of Malaysia under Grant No: GGPM-2017-076.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Tabung Kokurikulum PTJ: [Grant Number GG-2020-013]; Universiti Kebangsaan Malaysia: [Grant Number GGPM-2017-076].

Notes on contributors

Nurfarahin Nasri

Nurfarahin Nasri, M. D. is currently pursuing her postgraduate study in Curriculum and Pedagogy at Universiti Kebangsaan Malaysia. Her main research interests include innovative curriculum development, responsive pedagogy and qualitative methods.

Nurfaradilla Mohamad Nasri

Nurfaradilla Mohamad Nasri, PhD is a senior lecturer in curriculum and pedagogy at the Centre of Educational Leadership and Policy, Faculty of Education, Universiti Kebangsaan Malaysia. She did her PhD at the University of Edinburgh, UK. Her main research interest relates to development of a culturally responsive curriculum and instruction, teachers’ professional development and self-directed learning.

Mohamad Asyraf Abd Talib

Mohamad Asyraf Abd Talib is a postgraduate (TESL) student at Faculty of Education, Universiti Kebangsaan Malaysia. Previously, he has been involved in a few researches as a research assistant related to STEM and culturally relevant science teaching.