A Theoretical Guide to Developing Learner Agency in Chemical Engineering Curricula

Abstract

This investigation was completed to understand the key themes and foundations surrounding learner agency culture for the benefit of student learning. An online literature search was conducted, with 36 selected papers forming the literature matrix that enabled the themes and trends to be spotted in the relevant literature. The key themes were fundamental skills and knowledge, learning environment, learner attitude and self-determination theory congruency. The important message emerging from these themes was the close relationship between environment and attitude for a learner, along with students using their past skills and knowledge in an environment to develop new skills and expertise, with fulfilling self-determination theory criteria enabling this to be repeated through the development of intrinsic motivation. These themes enabled the development of a theoretical framework, including a cycle and an interlinking process route that shows how learner agency could be nurtured in this scenario. To complete the aims of this investigation, this framework will be tested against first-year chemical engineering students and modified if any issues arise.