From Student Voices to Praxis: Contextualising the Role of Lecturer Evaluations in Transformative Curriculum Practice

Abstract

This study investigates the impact of students’ feedback from lecturer evaluations on curriculum transformation in higher education. Incorporating student voices into curriculum development fosters a more student-centred approach, enhancing engagement and learning outcomes. The aim of this research is to examine how feedback obtained from lecturer evaluations can be used as a tool to promote curriculum changes that respond to student needs and perspectives. Grounded in the frameworks of social realism and critical pedagogy, the study highlights the importance of aligning curriculum with students' lived experiences and involving them as active participants in shaping their education. Social realism emphasises the significance of recognising diverse student contexts, while critical pedagogy advocates for a participatory approach, where student feedback directly influences educational practices. This research was conducted using a mixed-method approach, with data collected from 33 pre-service EMS teachers over two phases: observations and discussions in the first semester, followed by structured lecturer evaluations in the second semester. Thematic analysis revealed key insights, including a strong student preference for interactive and practical learning experiences, as well as the need for a more learner-centred curriculum that enhances critical thinking and engagement. The study concludes that lecturer evaluations, when utilised effectively, are powerful tools for continuous curriculum improvement. Recommendations include developing structured mechanisms in higher education for collecting and implementing student feedback to ensure curriculum responsiveness and foster an inclusive, adaptive learning environment that better serves the needs of students.