<p>In this paper, we discuss how co-creation in designing and releasing teaching resources could directly contribute to the development of student co-creators’ soft skills and enhance the intrinsic motivation of the students exposed to the co-created activities. In particular, we highlight how carefully employing co-created outputs in teaching new classes of students can have long-term intertemporal peer effects that would establish a sense of reciprocity among students and the formation of a long-lasting learning community. We discuss these insights with a particular focus on economics education; we develop a simple model to study the dynamic effects of co-creation and, finally, we provide some considerations on the initial experimental evidence generated by co-creation activities undertaken in an intermediate microeconomics module.</p>