‘Get over what worked in the past’: A Reflexive Thematic Analysis of Student Accounts of the Value of Undergraduate Learning

This study explores student accounts of their higher education engagement at a UK institution with large numbers of non-traditional students, through a co-created, participatory framework. Drawing on post-pandemic discourses around ‘value for money’ and student engagement, we ask ‘how do students engage with and derive meaning from their learning experiences?’. A reflexive thematic analysis of qualitative survey data from 87 participants established three themes: How do I know if I’m really learning?, Cheers for peers, but they sometimes grind our gears, and Pause and rewind: Having agency over my learning. These themes illustrate that perceived control over learning environments and flexible engagement with learning was critical to participants balancing concurrent commitments, thus protecting psychological well-being. Findings underscore the need for flexibility, social connection, and clear institutional support. By embedding co-creation throughout the research process, this study exemplifies the value of integrating students’ lived experiences to enhance education policy and practice.