Purpose The specific purpose of this study is to co-create in partnership learning experiences that are responsive to the needs of local communities by unearthing voices of lived experiences in communities, and uniting them with academic practices of research, teaching and learning. Co-formulating a new transdisciplinary micro-credential with a novel and blended pedagogical approach, using rural digital hubs in the connected hubs network to bring the university to local communities. Micro-credentials are small, accredited courses designed to meet the demands of learners, enterprise and organisations, created by Irish Universities Association partner universities in consultation with enterprise and in this case communities. Design/methodology/approach This paper was informed and developed from a transdisciplinary, co-creation and participatory approach. It emphasises the collaborative development of knowledge across disciplines, and stepped into societal boundaries with key principles on the inclusion of the voices of rural communities in the west of Ireland. Findings This paper charts the development of this novel partnership work, exploring a critical, digital pedagogy of “problem-posing education” in which learner and teacher hierarchical relationships are replaced by individual and collective learning, nurturing pedagogies of connection, both within and outwith the University. Research limitations/implications This conceptual paper starts a conversation on a novel use of technology in a community learning setting using a blended approach that incorporates live in place and live online modes of participation in learning (Beetham et al., 2024). Using sense of community theory (McMillan and Chavis, 1996) to bring increased understanding of equitable interaction and co-creation practices in a designing a community led co-created course. Practical implications The authors explore the meaning of belonging and sustainability and the practical challenges of bringing the university to the community using technology available in rural hubs, the group approach helps to overcome the digital divide and supports knowledge exchange and relationship building. Social implications The approach values the lived experience of people in communities, supporting knowledge exchange that is equitable, together the authors aim to create shared value through respectful interaction. Originality/value This exploratory project brings together a diverse group of people with a common purpose, that of sharing knowledge to support communities to thrive sustainably. Using a novel blended pedagogy featuring rural digital hubs and community as a group participation to co-create a course.
O’Brien et al. (Mon,) studied this question.