Regenerative Education Design: A Co-Creative Exploration of Online Academic Learning

This article explores applying regenerative development approaches in an Amsterdam-based university course on “Education and International Development” during the COVID-19 pandemic. A transnational team examined possibilities and challenges in virtual/hybrid learning, focusing on co-creative pedagogies to enhance engagement and mutual learning. The study uses auto-ethnographic narratives, reflection questions, and student insights to reflect on critical, transgressive, decolonising, and contemplative pedagogies. Findings highlight three design premises for regenerative approaches to higher education: paradigm shifting for purpose-driven education; living system thinking for co-creative pedagogy; and holistic developmental learning for being-education. This research contributes to innovative educational practices in international fields of study and invites readers in a reflective reading experience.