College classrooms shift: safer groups, stronger learning

A 15-week mixed-methods study in undergraduate education at a private southeastern university finds students overwhelmingly prefer structured cooperative and experiential learning, linking it to belonging, confidence, and psychological safety—especially when i

For many students, college doesn’t just demand grades—it demands a kind of social courage. The question is whether the classroom gives them room to speak up, take risks, and fail in public without fear. A recent mixed-methods study in undergraduate education classrooms argues that what instructors do with collaboration can change that atmosphere fast—and it shows up in how students describe their own learning.

Over a 15-week semester, the study took place in undergraduate education courses at a private southeastern university. Its focus was specific: how structured collaborative learning environments shaped students’ perceptions of belonging and psychological safety.

The findings arrived in a clear pattern from the start. From survey results and open-ended responses, students overwhelmingly preferred collaborative learning environments and tied them to greater success, confidence, and engagement.

Nearly three-quarters of students said group collaboration was the context in which they learned most effectively. By contrast, independent work landed differently for many. Almost half of the respondents reported feeling least successful when working alone.

That gap wasn’t just emotional—it was measurable. The study found a substantial relationship between students’ preferences for collaborative learning and their perceptions of successful learning environments.

But the biggest proof, students said, wasn’t limited to academic outcomes. All respondents reported forming connections and friendships within the course. Students also consistently noted that they looked forward to class sessions.

When students were invited to explain further in qualitative responses, the classroom description turned personal. They said the space felt safe. They emphasized feeling heard and valued. They described learning as something connected to peer interaction—built through applied tasks and structured collaboration.

Four recurring themes helped organize those accounts: supportive, inclusive classroom environments; relational and structured learning experiences; active, collaborative, applied learning; and game-based learning and social break

It wasn’t an abstract theory in the findings. Students linked the atmosphere to behaviors that psychological safety depends on—feeling connected to peers, respected by instructors, and reassured that mistakes can be treated as part of the learning process.

That connection also runs through the study’s emphasis on pedagogical content knowledge. The research frames pedagogical content knowledge as more than knowing what to teach. It involves knowing how to translate disciplinary concepts into accessible, engaging learning experiences, citing Shulman (1986) and Behling et al. (2022). In the study. the combination of experiential learning. cooperative structures. and relationship-building activities helped create environments where students took interpersonal and academic risks. engaged in authentic dialogue. applied knowledge in real-world contexts. and built peer trust and confidence.

An instructor’s design choices mattered because they shaped both cognitive engagement and the affective side of learning—how students felt when it was their turn to speak, test an idea, or try again.

The practical implications are laid out with specifics that don’t require a full course redesign. One strategy centers on structuring collaboration using Kagan’s cooperative learning framework (Kagan, 2021). The elements are positive interdependence. individual accountability. and simultaneous interaction—presented as the features that turn group work into purposeful learning designs that promote accountability and belonging.

The study also points students toward experiential and applied tasks. Students reported higher engagement when activities connected to authentic contexts, with scenario-based problem solving highlighted as an example. The idea is that applying knowledge in real situations strengthens understanding while reinforcing social connectedness.

Relational routines are another repeated thread. The study lists morning check-ins or community circles, structured peer feedback, and instructor availability and responsiveness. Students repeatedly emphasized feeling known and supported as a factor tied to engagement.

Even moments designed for play were part of the reported change. Game-based learning and social breaks—described through trivia, team competitions, and collaborative challenges—served as tools for engagement and socializing. Students said these moments increased their comfort participating and strengthened peer relationships, supporting both cognitive focus and social bonding.

The research also stresses how mistakes are handled. Psychologically safe classrooms normalize risk-taking and treat mistakes as learning opportunities. It notes that when instructors model vulnerability, encourage diverse perspectives, and validate student contributions, participation and self-efficacy rise.

Taken together. the study argues for a shift in higher education teaching: not choosing between academic rigor and relational pedagogy. but integrating them. The findings reinforce that faculty can build safer learning spaces by intentionally incorporating cooperative learning and experiential strategies. with outcomes including increased student motivation and participation. stronger peer relationships and classroom community. enhanced confidence in demonstrating mastery. and support for social-emotional development alongside content learning.

The research frames psychological safety as a mechanism that helps deeper learning occur. It also pushes against the older lecture-driven pattern that structures higher education around individual performance.

For a university course, that means students thrive when courses are intentionally designed around collaboration, application, and connection. When pedagogical content is leveraged to build relational. interactive. and supportive learning environments. the study says students experience greater belonging. stronger engagement. an increased willingness to participate. and more meaningful learning.

The report is tied to a named educator: Dr. Ana Figueroa. an assistant professor of education and the Co-Coordinator of the Educational Leadership graduate program at the University of Tampa. She teaches courses in the Educational Leadership program and serves as the Lead Instructor for the Education Foundations and Human Exceptionalities courses in the undergraduate program. Her research interests include continuous improvement. differentiated instruction. progress monitoring. teacher mindset. and highly effective instructional strategies. and she champions equitable instruction for all learners.

The references cited in the study include Behling, F., Förtsch, C., & Neuhaus, B. J. (2022); Hartmuth, D., Amin, R. M., Schlichting, D., Schött, S., Haudenschild, J., Kü ch enhoff, H., & Neuhaus, B. J. (2025); Kagan Cooperative Learning (Kagan Publishing. 2021); Patil. Rajeshwari. Deepali K Raheja. Lakshmi Nair. Amruta Deshpande. and Amit Mittal (2023); Robinson. Helena. and Fabian Held (2024); and Shulman. L.S. (1986), among others.

In the end, the study’s message is simple in its architecture: classroom interaction design is connected to student success, and psychological safety, belonging, and academic achievement reinforce each other when instruction is intentionally built for connection—not just performance.

psychological safety cooperative learning experiential learning higher education undergraduate education pedagogical content knowledge Kagan cooperative learning belonging student engagement game-based learning risk-taking and mistakes