Purpose
Co-designing curriculum with students is increasingly encouraged, but little is known about how learners actually experience this role. Do they feel like partners or just contributors? Do they see it as a meaningful opportunity or added pressure? This study explored how Indian medical students make sense of their involvement in co-designing educational content and how this process shapes their identity, confidence, and sense of belonging in the learning community.

Methods
Using a phenomenological approach, in-depth interviews were conducted with 24 medical students involved in curriculum co-design, including electives, modules, and student-led sessions. The study explored their experiences of collaboration, conflict, pride, and uncertainty. Interpretative phenomenological analysis captured how they understood their evolving role in shaping medical education.

Results
Two strong experiential themes emerged. First, from invited voice to trusted voice reflected the shift students felt when their input moved from symbolic to substantial when faculty listened, implemented, and gave credit. Second, growing into the role described how students started to see themselves not just as learners, but as co-educators, gaining confidence, responsibility, and a deeper appreciation of teaching. Some also shared initial hesitation, unsure if their contributions were truly valued or performative. The process became a space for reflection, growth, and professional identity formation.

Conclusion
When done with care and respect, involving students in curriculum design can be transformative not just for the content, but for the learners themselves. It helps them grow as reflective practitioners, confident communicators, and future educators. For faculty, this means shifting from control to collaboration, creating space for students to lead and learn at the same time.