Adapting Service-Dominant Logic (SDL) to Higher Education Pedagogy: A Theory-Based Framework for Student-to-Student Co-Creation (S2SCC)

Abstract

This paper extends Service-Dominant Logic (SDL) to higher education through the Student-to-Student Co-Creation (S2SCC) framework, a theory-based pedagogy that redefines learning as a collaborative and relational process. S2SCC integrates SDL’s principles of value co-creation, relational exchange, and resource integration with active learning, flipped classroom, and Harkness methodologies. By positioning students as operant resources who co-create knowledge through structured peer discourse, the model reframes classrooms as service ecosystems that foster engagement, belonging, and workforce readiness. S2SCC advances both pedagogical theory and practice by operationalizing SDL as a method theory adaptable across educational and organizational contexts, addressing Generation Z’s expectations for participatory and value-driven learning environments.