In my previous blog on my intervention design, I discussed creating an intervention that brings together students from different year groups to strengthen peer-to-peer connections. The aim is to foster meaningful interactions that enhance students’ sense of belonging while creating opportunities for peer-to-peer learning. I argue that these two outcomes are closely connected: students are more likely to learn from one another when they feel part of a supportive learning community, and these collaborative learning experiences can, in turn, reinforce their sense of belonging.
Belonging
This relationship is significant because a sense of belonging has consistently been associated with improved student engagement, motivation, wellbeing and academic success. Liz Thomas (2012) argues that students who feel they belong within their learning community are more likely to persist in their studies and achieve positive educational outcomes. While the literature clearly demonstrates the educational value of belonging, my commitment to this issue is also shaped by my own experience as a student. Looking back, what I value most from my time at university are the relationships I formed with fellow students, many of which continue almost two decades later. These connections not only enriched my university experience but also contributed to my learning, confidence and professional development, long after graduation.
Student Data: Access
UAL, (2026) Equality, Diversity and Inclusion Annual Report 2025. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0023/561434/EDI-Report-2025.pdf (Accessed 27 July 2026)
A sense of belonging is particularly relevant within the context of UAL’s diverse student community. Approximately 49% of UAL students are from outside the UK (UAL, 2026, p. 27), meaning that many have relocated internationally to undertake their studies. For these students, adapting to a new educational system, cultural environment and social context may present additional challenges to developing a sense of belonging. International students may be unfamiliar with UK academic practices and cultural expectations, which can increase feelings of isolation during the transition into higher education. Consequently, an intervention designed to strengthen peer connections and foster a sense of community has the potential to be particularly beneficial for international students, while also supporting the wider student cohort.
UAL’s Archwood House Halls of residence
UAL, (2026) Halls of residence. Available at: https://www.arts.ac.uk/study-at-ual/accommodation-services/halls-of-residence (Accessed 27 July 2026)
Creating this sense of belonging has become particularly important for me within my work as a lecturer. I teach footwear design on the BA (Hons) Cordwainers Footwear course. Over the past few years, the course has undergone significant changes, including smaller student cohorts, reduction in teaching staff, reduced workshop space and, ultimately, the suspension of the course (there is a new course set to launch in September of this year that incorporates footwear together with Bags & Accessories). I believe that these changes have negatively influenced the experience of our students on our course. As a result, fostering belonging has become an increasingly important aspect of my approach to creating an inclusive learning environment.
Belonging was one of the overarching themes explored throughout this Inclusive Practice unit. One of the key insights I have gained is a deeper understanding of the contemporary context of higher education, particularly in relation to disability, faith and race. The unit has reinforced my belief that education should not be a standardised experience but one that responds to the diverse identities, experiences and needs of individual students. This reflects the principles of inclusive practice (Hockings, 2010), which recognise that equitable education often requires different forms of support and engagement rather than a one-size-fits-all approach. For me, creating opportunities for students to build meaningful relationships and learn from one another is an important part of this inclusive approach.
Intervention
My own experiences as a student continue to influence my teaching practice. I remember particularly enjoying sessions where students from different year groups came together to share their work and experiences. These sessions combined academic discussion with informal conversation, creating opportunities to learn from one another while also building relationships across the course. Reflecting on these experiences inspired me to design a similar intervention for the BA Footwear programme.
The timing of this intervention presents a unique opportunity. In the coming academic year, the final cohort of the outgoing BA Footwear course will study alongside the first cohort of the new BA (Hons) Cordwainers Footwear & Accessories programme. Although they belong to different courses, there is considerable overlap in their subject knowledge and creative practice, making collaborative learning mutually beneficial.
Initially, I envisaged a stand-alone workshop or social event that combined both academic and social elements. However, discussions with colleagues highlighted the practical and inclusive challenges of introducing these sessions into the curriculum. In response, I refined the intervention to focus on embedding opportunities for peer interaction within existing teaching activities by adapting selected sessions to be shared across year groups. This approach is more sustainable, requires fewer additional resources and is easier to integrate into the programme. It also enables the intervention to be implemented incrementally, providing an opportunity to evaluate its impact before considering wider adoption or expansion in future years.
- One example where I could apply my intervention involves first-year students joining final-year group tutorials. During these tutorials, final-year students discuss the progress of their Final Major Projects, receive guidance and engage in peer feedback. By observing these discussions, first-year students gain valuable insight into the expectations of later stages of the course. They would also be encouraged to contribute questions and feedback, for example by writing comments on Post-it notes, reducing the pressure often associated with speaking in front of more experienced students.
A potential risk of this approach is that some final-year students may feel uncomfortable discussing work-in-progress in front of a wider audience, particularly while their projects are still developing. To address this, the intervention could instead be adapted so that first-year students attend a formative presentation later in the project, when final-year students are likely to feel more confident sharing their work.
- A second example involves final-year students attending first-year presentation sessions. Students on the new course will regularly present their design work, and the presence of final-year students would provide a wider audience and a richer source of feedback. In addition to receiving comments from tutors, first-year students would benefit from feedback offered by peers who have already experienced many of the challenges they are beginning to encounter.
A potential risk of this approach is that first-year students may feel intimidated presenting their work in front of more experienced peers, which could reduce their confidence or willingness to participate. To address these challenges, participation could be voluntary, with expectations clearly communicated to both groups, and sessions carefully facilitated to ensure that feedback remains constructive, supportive and appropriate to the first-year students’ stage of development.
Bringing students together in these ways allows first-year students to see themselves as members of a wider learning community rather than simply belonging to their own cohort. Equally, final-year students also benefit by sharing their knowledge and reflecting on what they have learned, creating a two-way learning experience for everyone involved. In this way, the intervention aims to strengthen both belonging and peer learning simultaneously.
Student-centred approach
What is facilitation?
OpenLearning (2026) What is facilitation? Available at: https://blog.openlearning.com/online-course-facilitator (Accessed 27 July 2026)
One of the most significant lessons I have learned as an educator is that meaningful learning is ultimately driven by the student rather than the teacher. Early in my teaching career, I believed that the impact of my teaching depended primarily on the quality of my own delivery and expertise. Over time, however, I have come to recognise that my role is less about directing learning and more about creating the conditions in which learning can take place. This reflects Rogers’ (1969) learner-centred approach, which positions the educator as a facilitator who supports students in becoming autonomous and self-directed learners. By adopting this approach, I have found that students engage more deeply with their learning and develop greater confidence, independence and agency within their creative practice.
While Rogers emphasises creating the conditions for self-directed learning, those conditions often involve learning with and from others. Peer interaction therefore becomes an important mechanism through which students can construct understanding. This aligns closely with Vygotsky’s (1978) concept of the ‘Zone of Proximal Development’, which proposes that students can achieve higher levels of learning through interaction with more knowledgeable peers. Reflecting on my own student experience, I now recognise that many of the most valuable learning opportunities occurred not through formal teaching alone, but through conversations and collaborative activities with students from other year groups.
My intervention draws directly on these ideas. By creating structured opportunities for students from different year groups to collaborate, it aims not only to extend learning through peer interaction but also to strengthen students’ sense of belonging within the wider course community. In this way, peer-to-peer learning becomes both an educational strategy and an inclusive practice, supporting students’ academic development while helping them feel connected to a broader learning community.
References
Hockings, C. (2010) Inclusive learning and teaching in higher education: A synthesis of research. York: Higher Education Academy. Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/inclusive_teaching_and_learning_in_he_synthesis_200410_0_1568037026.pdf (Accessed 25 July 2026)
Rogers, C.R. (1969) Freedom to Learn. Columbus, OH: Charles E. Merrill.
Thomas, L. (2012). Building student engagement and belonging in Higher Education at a time of change: Final report from the What Works? Student Retention & Success programme. Higher Education Academy. Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/what_works_final_report_1568036657.pdf (Accessed 26 July 2026)
UAL, (2026) Equality, Diversity and Inclusion Annual Report 2025. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0023/561434/EDI-Report-2025.pdf (Accessed 27 July 2026)
Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Bibliography:
Robinson, K. (2009) The Element: How Finding Your Passion Changes Everything. London: Penguin.