Listening to Students’ Voices: Engaged Pedagogy as a Pathway to Pedagogical Possibilities
Abstract
This study explores undergraduate sociology students’ perceptions of conventional pedagogical practices and their aspirations for an ideal learning environment at a regional German university. Drawing on semi-structured interviews with 41 students enrolled between 2021 and 2023, the research investigates how students envision the study of sociology and their preferences for pedagogical approaches. The findings reveal that students’ diverse visions converge on common themes aligning with engaged pedagogy and critical pedagogy principles. Students express a desire for learning environments that challenge existing forms of domination, promote active knowledge acquisition and foster mutual respect. They seek meaningful knowledge that connects theory to practice, facilitates personal growth and empowers them to effect social change. The study contributes to ongoing debates about pedagogical practices in higher education, especially in sociology, by providing empirical evidence of students’ subjective experiences and desires, emphasising the need for engaged pedagogy that nurtures holistic development and values students’ agency.
Metadata is indexed. Open-access discovery has not completed for this record yet.
No local PDF is available.
GROBID Extracted text; discontinued.
This text is generated from TEI extraction for accessibility, search, and TTS. Formulas, tables, figures, page layout, and references may not perfectly match the original PDF.
No accessible text representation is available. The text extraction service has been discontinued for the time being. If you require this service, for accessibility or any other reason, please submit an issue/request on this page.
Metadata
Issues
No public issues have been filed for this DOI.
Submit an issue
Record history
| When | Event | Field | Old | New |
|---|---|---|---|---|
| 2026-06-18 19:37:53.011249+00:00 | identifier_assigned | DSEID | DSEID-001-2131324 |