Amplifying voices : a case for using listening rooms in educational research

Listening rooms, as a qualitative research method, offer a distinctive approach to capturing authentic experiences, fostering agency, and promoting empowerment. This article advocates for the adoption of listening rooms in higher education research as a means of co-constructing knowledge and amplifying student and staff voices. Grounded in participatory methodologies and critical pedagogy, it examines the theoretical foundations and pedagogical justifications for using listening rooms, while also highlighting their practical applications and benefits. Although this method presents significant advantages, such as amplifying participant voices and generating rich qualitative data, it also comes with challenges, including time and logistical constraints. Drawing on evidence from practice, the article demonstrates how listening rooms have been successfully implemented in higher education to provide deeper insights into the experiences of international foundation students as they progress from their foundation year to undergraduate study. This research contributes to understanding student transitions, wellbeing and engagement, offering valuable perspectives on how institutions can better support these students. In conclusion, the article calls on educators and researchers to embrace listening rooms as a powerful tool for enhancing student and staff engagement, promoting authentic and meaningful dialogue in education.