The kick-off session took place on September 17th, in which educators, support staff, and students gathered to share their experiences, explore what responsibility means to them, and highlight inspiring examples from both our university and beyond. Responsibility is a layered concept with various approaches and interpretations, but we identified common patterns. It is closely linked to feeling empowered and motivated to take control of one’s learning process, making informed choices, and self-regulating throughout the journey. A lively dialogue emerged between teachers and students. One of the most insightful reflections from younger participants emphasized the difference between taking responsibility and being given responsibility. They suggested that the learning environment can be designed to scaffold the learning path and build trust between educators and students, allowing them to feel confident and secure in assuming such responsibility.

The discussion was led by Elli Papageorgiou and Shirong Zhang, focusing on a systematic review titled "Does Student Agency Benefit Student Learning? A Systematic Review on Higher Education Research." Participants engaged in a lively conversation that showcased a rich diversity of perspectives. Below is a summary of the article and key takeaways from the discussion: 

Student agency encompasses a learner’s goals, processes, skills, and capacities and provides a conceptual framework for understanding and enhancing students’ responsibility in their learning. The review addresses two key challenges: the varied interpretations of agency and its relationship to student learning outcomes, and concerns over the quality of existing research. While the review offers a broad overview of current trends and potential directions, the complexity and richness of student agency – and its translation to responsibility – remain difficult to fully capture. In educational practice, embracing the multifaceted nature of student agency while focusing on specific components may offer a way forward. Moreover, there is a need for more rigorous and reliable methodologies to assess the impact of student learning. For educators, beginning with critical thinking is essential to address the challenges such as embedding scaffolding into real-world contexts. Additionally, creating a supportive and safe environment, along with nurturing interpersonal relationships that promote trust, curiosity, and a drive for learning, is crucial. Just as fertile soil allows roots to spread and thrive, such an environment enables students to take ownership of their learning journey. 

Participants are added to an MS Teams environment in which discussion can go forward and can get insights into the other 100DAYS OF... STR activities.