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<p>Preparing students for rapidly evolving workplaces, undefined roles and uncertain futures provides a critical challenge for contemporary universities. One way for universities to address this challenge is to intentionally teach for, and with, uncertainty through community-based learning approaches. Such approaches can deepen students’ capacity to confidently apply skills to complex learning environments by working on messy cross-disciplinary and real-world problems. Yet deliberate uncertainty can feel incongruous with normative higher education approaches, with a tension exposed between programs designed to fully embrace uncertainty and complexity and those approaches favouring controlled and pre-determined outcomes. In this paper, we draw on experiences of <i>CityStudio</i>, a co-creative community-based approach<i>,</i> to show how students can effectively learn through uncertainty and complexity, and how such an approach can be navigated within a higher education context. Our findings suggest that learning through co-creation and experimentation can offer unique opportunities for students to develop agency and that there are effective strategies ways to navigate the challenges of uncertain learning via framing uncertainty, curating risk and amplifying relational identities.&#xa0;</p>

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Co-creative pedagogies: learning through uncertainty in higher education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年4月10日

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  • Melissa Kennedy,
  • Scott Alterator,
  • Marcus Morse,
  • Julie Rudner,
  • Brad Hodge

摘要

Preparing students for rapidly evolving workplaces, undefined roles and uncertain futures provides a critical challenge for contemporary universities. One way for universities to address this challenge is to intentionally teach for, and with, uncertainty through community-based learning approaches. Such approaches can deepen students’ capacity to confidently apply skills to complex learning environments by working on messy cross-disciplinary and real-world problems. Yet deliberate uncertainty can feel incongruous with normative higher education approaches, with a tension exposed between programs designed to fully embrace uncertainty and complexity and those approaches favouring controlled and pre-determined outcomes. In this paper, we draw on experiences of CityStudio, a co-creative community-based approach, to show how students can effectively learn through uncertainty and complexity, and how such an approach can be navigated within a higher education context. Our findings suggest that learning through co-creation and experimentation can offer unique opportunities for students to develop agency and that there are effective strategies ways to navigate the challenges of uncertain learning via framing uncertainty, curating risk and amplifying relational identities.