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.