Using an interpretive epistemology to explore the perceived benefits of using co-creation as a pedagogic tool with undergraduate students, this research focuses on a collaborative project between some first year undergraduate Education Studies students, a university Senior Lecturer, and an Education Coordinator from a regional social enterprise organisation. The paper is timely given the introduction of the Teaching Excellence Framework, and explores how the use of co-creation and creativity enhances the professional development and employability of Graduates. Drawing on data collected from the students, this paper presents a range of perspectives and identifies how 'meaningful' problem-solving, co-creation, and collaboration lead to transformative learning and enhanced student engagement. By doing this, we explore how complex challenges create agency for learning and develop critical thinking.

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A growing body of research advocates the positive benefits of using co-creation projects to add value to existing services and practices and to enhance professional development. We present a practical guide to adopting the democratic principles of co-creation and structuring a project effectively. From identifying the initial focus, we provide advice concerning how to create a Mission Statement, identify objectives, and develop a cohesive learning community. We also outline how using measurable outcomes and an agreed timescale, it is possible to co-create activities that are both democratic and inclusive. Whilst co-creation can take place in face-to-face or virtual settings, we suggest ways that engaging with technology will enhance the creative elements, and how reflective practice underpins the career developments taking place. Finally, we explore the value associated with evaluating the project, and identifying avenues for the dissemination of its achievements.

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