Pedagogical Co-Design as a Tool for Integrating Learning: An Exploratory Case Study in a Master's Programme in French as a Foreign Language
Pedagogical Co-Design as a Tool for Integrating Learning: An Exploratory Case Study in a Master's Programme in French as a Foreign Language

Summary/Abstract: This article presents an exploratory case study of pedagogical co-design in a Master's programmei n French as a Foreign Language (FFL) at the University of Pau and Pays de l'Adour, France. Thedevice articulates two course units - Project Approach and Instructional Design and Integration ofDigital Tools-around a shared authentic Learning and Assessment Situation (LAS): the design of ahybrid course on the Moodle platform. Grounded in the competency-based approach and mobilisingproject-based pedagogy, blended learning and Universal Design for Learning, it aims to develop instudents an integrated vision of pedagogical design that articulates theory and practice,pedagogical engineering and digital-tool use. We define pedagogical co-design as the collaborativeprocess through which two teachers jointly design an integrated device across their respectivecourses while engaging students as co-designers of the final artefact, and we situate it within theliterature on co-creation and collaborative curriculum-making in higher education. The device wasimplemented and refined over two successive iterations (2024–2025, collaborative; 2025–2026,individual). Data were collected through three questionnaires-two standardised institutional courseevaluations and one researcher-designed questionnaire - combining four-point Likert items,categorical items and open-ended responses, analysed through descriptive statistics and thematicanalysis. Findings indicate high student satisfaction, positive engagement fostered by continuousassessment, and a recurrent tension between conceptual input and hands-on practice. Mostimportantly, students voice an explicit demand for greater curricular coherence, echoed by thecoexistence of two non-harmonised assessment grids. The study contributes a two-level account ofpedagogical co-design and identifies the collaborative construction of a shared assessment grid asthe decisive threshold for integrating learning across articulated courses.

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