Abstract

Students have agency to share and develop their own educational landscape, but academic guidance is crucial in formulating this learning pathway. Digital tools, know-how, and capabilities are at the forefront of cultural, educational shifts, and this paper ascertains how students can engage as digital producers in their own form of edutainment. A case study of the Digital Student Ambassador Group (DSAG) is presented and reflected upon from both 2015/16 and 2017/18. Findings indicated that students felt a sense of belonging to the group and enjoyed being in control of their own learning as well as delivering digital messages to the wider community. Despite the digital focus of this paper, it was the traditional skills of debating, researching, networking, presenting, and public speaking that were highly valued by students. This has implications for future careers, and students were optimistic about their involvement with DSAG in preparation for life beyond university. This paper encourages colleagues to utilise the DSAG model as a pedagogical platform to nurture student engagement, collaboration, and confidence.