Journal of Research in Educational Systems

Abstract Objective: This study aimed to explore the experiences of undergraduate students regarding curriculum co-creation in Iranian higher education. Method: A qualitative study was conducted using thematic analysis based on the Braun and Clarke (2006) approach. The data were analyzed inductively, and themes were directly extracted from the semi-structured interviews. Purposeful sampling with maximum variation was carried out in four selected universities known for their history of educational innovation. The sampling process continued until conceptual saturation was reached, resulting in a total of 11 interviews with undergraduate students. To enhance the credibility of the findings, participant validation was employed, and data analysis was conducted using MAXQDA 2020 software. Results: The results indicated that students' experiences included participation in curriculum design, content selection, assessment methods, and collaboration in educational decision-making. Additionally, the study identified the factors influencing the realization of co-creation, its benefits, and implementation challenges. Implementing this educational approach required revisiting traditional educational structures, shifting faculty roles toward facilitation, and empowering students for active participation. Conclusions: The findings showed that curriculum co-creation in Iranian higher education, as an innovative and transformative approach, plays a significant role in enhancing the quality of learning. Policy reforms—such as increasing flexibility in curriculum design and promoting a participatory educational culture—are essential. Curriculum co-creation, beyond content design, was influenced by teacher-student interactions, educational structures, and individual barriers, highlighting the importance of participatory approaches in curriculum development.