BACKGROUND:
Active learning strategies in midwifery education not only enhance academic achievement but also support the development of professional identity. Engaging students directly in the creation of educational materials provides valuable opportunities for deep learning, creative thinking, gaining confidence, and experiencing the role of an educator. However, qualitative evidence on how students experience this process remains limited.

OBJECTIVES:
This study aimed to explore midwifery students’ experiences in developing educational materials and evaluate the products they created.

METHODS:
This qualitative descriptive study was conducted with third-year midwifery students enrolled in the "Normal Birth and Postpartum Period" course at a foundation university in Turkey during the 2024–2025 academic year. Data were collected through semi-structured interviews and evaluation rubrics. Interviews were analyzed using thematic content analysis approach. Additionally, the student-developed materials were assessed by an independent panel of five jury members using predetermined criteria. Inter-rater reliability was confirmed through the Intraclass Correlation Coefficient (ICC = 0.91).

RESULTS:
Based on data from 26 students, five main themes and 15 sub-themes were identified: (1) Individual Learning and Academic Development, (2) Emotional and Personal Experience, (3) Challenges and Barriers, (4) Teaching Role and Application Gains, and (5) Reflections and Suggestions for Improvement. While some students reported initial difficulties, most described the process as enjoyable and enriching. They emphasized how the experience reinforced their learning, boosted their self-confidence, and enabled them to internalize the role of an educator. Jury feedback emphasized that several materials were of high quality and potentially useful in clinical or educational settings.

CONCLUSIONS:
Developing educational materials contributes to the academic, emotional, and professional growth of midwifery students. Integrating such practices into midwifery curricula at earlier stages may serve as a valuable strategy to foster active and reflective learning.

KEY MESSAGE:
The process of educational material development transforms midwifery students from passive learners into confident, creative, and professionally engaged individuals. Leadership 1 (including three-minute presentation competition)