A plea for the structural anchorage of co-creation: empowering educators to foster self-regulated learning.

Authors

  • Astrid Koelman AP University of applied sciences and arts Antwerp
  • Sabrina Govaerts AP University of Applied Sciences and Arts
  • Elena Van den Broeck AP University of Applied Sciences and Arts
  • Dr. Gert Vanthournout AP University of Applied Sciences and Arts

DOI:

https://doi.org/10.56433/ze34n634

Keywords:

self-regulated learning, co-creation, educational design research, educational support, teacher engagement, higher education

Abstract

Self-regulated learning (SRL) is essential for academic success and lifelong learning, yet many students enter higher education lacking the necessary cognitive and metacognitive skills. Despite widespread recognition of SRL’s importance, educators often struggle to integrate SRL support into their teaching practices. This opinion piece argues that a key barrier lies in the design of support tools: many are developed by experts without meaningful involvement of educators themselves. To address this, the authors advocate for co-creation as a structural approach to educational development.

Using Educational Design Research (EDR) as a methodological framework, the authors illustrate their approach through a project at AP University of Applied Sciences and Arts in Antwerp. The project aimed to develop a toolbox to support SRL, grounded in the validated LEMO instrument. A needs analysis involving surveys and focus groups with educators revealed both practical and perceptual barriers to SRL integration. These insights informed a set of design principles—such as accessibility, contextual relevance, and ownership—which guided the development of a prototype toolbox on Moodle.

Evaluation of the toolbox with users showed strong appreciation for its clarity and relevance, while also identifying areas for improvement. The project underscores the value of co-creation in fostering educator engagement, enhancing tool usability, and bridging the gap between research and practice. It challenges the notion of educators as passive implementers and highlights their potential as active contributors to educational innovation.

The authors conclude that co-creation should be a standard practice in educational development. By involving educators early and meaningfully, institutions can create tools that are not only theoretically sound but also practically effective. Co-creation is not merely a method—it is a mindset essential for fostering SRL and advancing academic practice.

Author Biographies

  • Astrid Koelman, AP University of applied sciences and arts Antwerp

    Astrid Koelman is a researcher at the Research Centre for Lifelong Learning and Innovation as well as an educational development advisor at AP University of Applied Sciences and Arts. She contributed to the project ‘Designing a toolbox to support Self-Regulated Learning as measured by LEMO’. 

  • Sabrina Govaerts, AP University of Applied Sciences and Arts

    Sabrina Govaerts is a researcher at the Research Centre for Lifelong Learning and Innovation at AP University of Applied Sciences and Arts. She coordinates the research domain on learning and innovation in higher education and contributed to the project ‘Designing a toolbox to support Self-Regulated Learning as measured by LEMO’. 

  • Elena Van den Broeck, AP University of Applied Sciences and Arts

    Elena Van den Broeck is a researcher at the Research Centre for Lifelong Learning and Innovation at AP University of Applied Sciences and Arts. She coordinates the research domain on learning and development in professional contexts and contributed to the project ‘Designing a toolbox to support Self-Regulated Learning as measured by LEMO’. 

  • Dr. Gert Vanthournout, AP University of Applied Sciences and Arts

    Dr. Gert Vanthournout is a researcher and coordinates the Research Centre for Lifelong Learning and Innovation at AP University of Applied Sciences and Arts. His interests focus, among other things, on motivation and self-regulated learning in higher education. His research contributed to the (further) development of the LEMO-instrument.

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Published

2026-06-09

Issue

Vol. 14 No. 2 (part 2) (2026): EFYE Special Issue

Section

On the Horizon

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Copyright (c) 2026 Astrid Koelman, Sabrina Govaerts, Elena Van den Broeck, Dr. Gert Vanthournout

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