Integrating narratives of working students into higher education curriculum: Equalizer for the socio-economically challenged

Abstract

Background: Socioeconomically challenged students are the prospective source of relevant development in higher education to actualize an inclusive education. Their situation shapes their individual skills which are integral, especially in learning and subsequently becoming contributors to national development as they become productive members of the community instead of becoming a part of the attrition or unemployment statistics. Objectives: This study analyzes the narratives of working students, particularly self-management practices, specific academic arrangements, and curriculum features that can be integrated into the higher education curriculum. Methods: Four (4) working students, four (4) professionals who were working students in their college years, and four (4) curriculum designers were interviewed to shed valuable narratives and information for the intent of this research. Results: The current and former working students were in unison in saying that they needed more priority in the guidelines of educational engagements because they are already economically disadvantaged and do not have the fluidity of time. Narratives reflect the opportunities for higher education to integrate new forms of learning that are inclusive to those socioeconomically challenged. Conclusion: Curriculum designers recommend that working students are already tailored to succeed because of their ability to manage resources but would be able to self-manage in reducing retention or longer time elapses in their stay in college if the curriculum and policies in the schools were flexible and lenient to their state.