1.1. Learning agreements
Learning agreements (LA), learning plans or student contracts, strive to
be transformative educational tools that aim to place students in
control of their learning journeys (Clear et al., 2016). LAs provide
incremental steps through which students assume ownership of their
learning, fostering a sense of accountability, community belonging, and
shared expectations with their teachers (Nielsen et al., 2022).
Interchangeable with learning partnerships, LAs can be used to shape
sustainable learning environments and partnerships (Wallis, 2013).
Predominantly appearing in medical education literature, LAs are often
integrated into time-schedule agreements for medical students (Ahuja et
al., 2013). The aim is to have students formulate specific learning
agreements early in their training placements and continuously review
progress throughout their placement periods (McKee, 2008). LAs have also
been used in workplace learning, particularly in work-based higher
education settings. Studies, mainly concentrated in the UK, highlight
LAs role in fostering socially responsible approaches to professional
development within workplace settings (Wallis, 2013). LAs or contracts
for internships, particularly in the context of sociology students’
internships (Parilla & Hesser, 1998) and for facilitating student
mobility and exchange programs (Bustamante et al., 2010) demonstrate the
adaptability and versatility of LAs across various educational and
professional contexts. The multifaceted application of learning
agreements spans medical education, workplace learning, mobility
programs, and internships, showcasing their role in empowering
student-centred learning, fostering partnerships, and ensuring the
alignment of educational objectives with diverse learning contexts.