Knowing your learners: Strategic inclusive educational practices for creative students’ transitioning to higher education

Francesco Luke Siena; Jelena Matic; Richard Malcolm

doi:10.56433/5g32ms11

Authors

Dr Francesco Luke Siena Product Design Department, Nottingham Trent University, UK https://orcid.org/0000-0002-6908-7365 (unauthenticated)
Jelena Matic Centre for Academic Development and Quality, Nottingham Trent University, UK
Richard Malcolm Product Design Department, Nottingham Trent University, UK https://orcid.org/0000-0001-9515-8553 (unauthenticated)

DOI:

https://doi.org/10.56433/5g32ms11

Keywords:

Educational Transitions, Inclusive Group Work, Learning Environment Adaptation, Product Design Education, Student Confidence

Abstract

Transitioning from secondary education (SE) to higher education (HE) for students pursuing a creative subject such as Product Design (PD), is fraught with challenges. It is commonplace for first year students studying a creative subject to face various difficulties and this is exacerbated further when considering diverse educational, cultural, and socio-economic backgrounds. Students arrive in HE with varying levels of confidence, communication skills, and in some cases with no prior subject experience resulting in many challenges for academics to mitigate. Furthermore, some students find the transition challenging due to having to unlearn bad habits or overcome limited tuition/guidance due to declining specialist subject knowledge.

This paper presents a case study from Nottingham Trent University, exploring how a PD course team intentionally designed induction activities to support students’ transitioning into HE. Drawing on academic insights and student experiences, this article explores how open-ended, iterative, and critique-based learning environments can be unfamiliar/intimidating to new learners. Fear of judgment, social anxiety, and introversion may limit participation, while random groupings can lead to imbalanced teams and limit opportunities for inclusive collaboration. Additionally, students may be reluctant to disclose learning difficulties or mental health concerns, and tutors may not immediately recognize the subtle signs displayed by students if they are struggling.

Through a range of learner-centred strategies including, strategic group formation through friendship clusters, scaffolded critique practices, and early relationship-building activities/approaches, many of the aforementioned issues can be mitigated/overcome. Importantly we will highlight the significance of tutor awareness in identifying hidden barriers to engagement. By “knowing your learners,” educators can foster inclusive, supportive environments that enhance student confidence, collaboration, and development. This contribution adds to the growing literature on inclusive pedagogies, whilst offering practical approaches and advice for educators, academics, early transition specialists, student support practitioners, professional services, educational developers, amongst others. This case study offers transferable, practical strategies that educators/institutions can apply to the design of more inclusive inductions and first-year learning environments, thus helping improve student confidence, engagement, and retention.

Author Biographies

Dr Francesco Luke Siena, Product Design Department, Nottingham Trent University, UK

Dr Luke Siena: Luke is a Senior Lecturer in Product Design at Nottingham Trent University who teaches design studio, design for manufacture, 3D printing, additive manufacturing 3D CAD and design research. Luke has a passion for design education research, research and development, medical device design and technological applications.
Jelena Matic, Centre for Academic Development and Quality, Nottingham Trent University, UK

Jelena Matic: Jelena is a Senior Educational Developer at Nottingham Trent University’s Centre for Academic Development and Quality (CADQ), specializing in inclusive, evidence-informed teaching and academic support. She leads institutional work in Personal Tutoring and staff development, with a focus on student belonging and reflective practice. Jelena collaborates with the Schools of Architecture, Design and the Built Environment to enhance student experience through innovative and values-led educational practice.
Richard Malcolm, Product Design Department, Nottingham Trent University, UK

Richard Malcolm: Richard is a Senior Lecturer in Product Design at Nottingham Trent University who teaches vocational skills, design studio, materials and manufacturing and 3D CAD. Richard has a passion for design sketching, design education research and secondary design and technology education.

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