Implementation of Experiential Learning Strategies to School Education

Abstract

Expanding the notion of experiential learning to include activities already present in classrooms highlights the ubiquity of the approach within education. Furthermore, establishing a clear conceptual model enables educators to systematically assess existing classroom practices and identify potential new activities that could enhance learning experiences. This examination focuses on the understanding of experiential learning as involving five key components: relevant experience, applied reflection, theoretical abstraction, and contextualization that align with both core curricula and broader learning goals. Such alignment illustrates the scope for introducing additional learning strategies and resources within already crowded school timetables to further enrich the learner experience and meet their evolving needs. Introducing experiential approaches without due consideration of existing pedagogical frameworks and without making adequate provision for professional development during either initial teacher training or ongoing capacity-building programmes can lead to misunderstandings, misguided enthusiasm, and potentially negative impacts upon student learning, self-awareness, and engagement with the learning process.