Reconceptualizing Peer Learning in Higher Education: Creating a Sense of Belonging, Mattering, and Reciprocal Learning for Students and Teaching Staff

The benefits of peer learning are widely recognized in education, yet there are differences in the definitions and understanding of how peer learning unfolds, is experienced, and can be effectively supported under evolving conditions. This article contributes to the growing research interest in this area within higher education (HE) and argues for rethinking the definition of peer learning to include students and teachers as peers. The article starts with a critical discussion of the literature on peer learning, power dynamics in relationships, and creating the environment for engagement. Drawing on reflections from students and teaching staff during a two-year student-staff partnership project involving three UK universities, this study aims to highlight the importance of collaboration between students and teachersas equals in the learning process. The article illustrates how, through a cycle of collaborativeobservation (CoCO), reciprocal interactions between students and staff created an enhancedsense of belonging, mattering, and learning for both parties.