Student Feedback on the Importance of Perceived Educational Roles, Ethnicity, Curriculum Coherence, and Instructor Teaching in Promoting Decolonial Learning in Psychology Education.

We developed three activities to advance psychology curriculum decolonization. After integrating these into teaching spaces, we collected student feedback (N₁=125,N₂=57,N₃=31). We found that students' motivation is influenced by perceived educational roles and ethnicity and enhanced by curriculum coherence. While diverse faculty is beneficial, passionate teaching was key for decolonial learning.