Abstract
This study explores co-creation practices in a Pakistani dental college to foster quality learner-teacher relationships and promote student empowerment. Co-creation as a model emphasizes shared decision-making and aims to create a more inclusive and equitable learning environment. The study explored the gap in understanding how co-creation can be adapted to the local context of a medical college in Pakistan and explored the challenges, merits, and demerits of this approach and the perceived experiences of teachers and students regarding it. Using a qualitative interventional phenomenological research design, data was collected through interviews and analysed thematically. The results revealed that teachers valued students’ participation and recognized the benefits of co-creation in enhancing student engagement and motivation. However, they faced challenges in balancing creativity with academic rigour and managing time. Students expressed enthusiasm for active involvement in co-creation but experienced hesitancy in expressing opinions in front of faculty members. The study concluded that co-creation has the potential to create a more student-centred and inclusive learning environment, but addressing challenges related to power dynamics, cultural barriers, and time management is essential for successful implementation.