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Nazneen, Dr Seema, Dr Mahendar Goli, P. Kalpana, and Ainala Rambabu. "Impact of experiential learning on entrepreneurial intention among management students." Journal of Engineering Education Transformations 37, IS2 (2024): 760–66. http://dx.doi.org/10.16920/jeet/2024/v37is2/24118.
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Experiential learning has gained significance among student community in the recent past. Research on influence of experiential learning on entrepreneurial intention among management students is scarce. The current research was focused to examine factors influence entrepreneurial intention among management students. A five-factor research model was developed based on literature review. Data were collected from 152 students using a structured questionnaire which was analyzed with the support of SPSS software. Multiple regression analysis results revealed that experiential learning, self-efficacy and personal innovativeness proved to exhibit a positive effect on entrepreneurial attitude. In turn, entrepreneurial attitude has shown a positive effect on students’ entrepreneurial intention. The study contributes to area of experiential learning and entrepreneurship. Future scope for research and conclusion were discussed at the end of the research paper. Key words: Experiential learning, self-efficacy and personal innovativeness, entrepreneurial attitude, entrepreneurial intention.
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Shammas, Nicole. "Experiential Learning Through the Eyes of Emirati Students." Asian Journal of University Education 17, no. 4 (2021): 302. http://dx.doi.org/10.24191/ajue.v17i4.16217.
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Abstract: General Studies courses are core to the whole education philosophy espoused in the United Arab Emirates. These courses provide a wider breadth of knowledge for students by fostering skills such as critical thinking, global awareness, research and communication. This paves the way for building the UAE’s knowledge base and delivering graduates who can compete globally through research and innovation. The research explores the role of experiential learning within General Studies to cultivate these key skills, and seeks to capture students’ responses to this type of learning. This is a mixed methods study that includes ethnographic data collection, uncovering the complexities of a lived classroom learning experience from the perspective of the students. Data was collected from interviews with students, written reflections and a Likert scale survey. Results suggest that Emirati female students respond favourably to experiential learning, thus countering previous findings about their preferred learning style. This study contributes significantly to a field with scant knowledge of experiential learning as a vehicle for instruction in a tertiary Emirati context.
 Key words: Experiential Learning, General Studies, Intercultural Learning,
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Harris, John Bernard. "Team Building, Gestalt Style." British Gestalt Journal 3, no. 2 (1994): 99–103. http://dx.doi.org/10.53667/akmz2626.
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"Abstract: A two-day team building session with members of a mental health team is described from the point of view of the consultant, and the overall Gestalt approach used is made explicit Key words: team building, Gestalt, experiential learning, team contact cycle."
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Ti, Lian-Kah, Gee-Mei Tan, Sabrina Gwendolyn MY Khoo, and Fun-Gee Chen. "The Impact of Experiential Learning on NUS Medical Students: Our Experience With Task Trainers and Human-patient Simulation." Annals of the Academy of Medicine, Singapore 35, no. 9 (2006): 619–23. http://dx.doi.org/10.47102/annals-acadmedsg.v35n9p619.
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Introduction: Experiential learning is one of the key methods for effective teaching of medical students. The use of simulation is ideal to achieve this goal. Simulation training allows the learner to be actively involved, and provides realism, self-direction, feedback and practice. We present 2 pilot projects in which the efficacy of experiential learning with simulation is demonstrated. Materials and Methods: In the first project, groups of 4 to 6 fourth-year medical students were exposed to common crisis scenarios. Each student took turns to individually handle the situation (in the hot seat), while the rest of the group watched “live” via video-link. A group debrief was done after the completion of all scenarios and learning points were emphasized. A test was conducted shortly after, and the student who managed the same scenario in the hot seat earlier was compared to the rest of the group with respect to crisis recognition, management and diagnosis. In the second project, 36 fourth-year medical students were assigned to learn endotracheal intubation through a directed or experiential method. Students were recalled after 3 months and tested on 4 major categories: preparation, technique, success and ventilation. Results: Students in the hot seat tended to perform better (72% vs. 64%), and were more likely to be the highest scoring student within their group; although this did not reach statistical significance. For the intubation study, students in the experiential group had a higher success rate at 3 months (78% vs. 41%). Conclusions: Experiential teaching methods with simulation result in better learning of crisis management and endotracheal intubation. Key words: Crisis, Experiential learning, Intubation, Simulation
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Üstün, Menderes, and Metin Arıkan. "Teatral Temelli Eğitimde Yeni Yaklaşımların İncelenmesi." Journal of Social Research and Behavioral Sciences 8, no. 17 (2022): 56–72. http://dx.doi.org/10.52096/jsrbs.8.17.04.
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In this study, it is aimed to examine new approaches in theater-based education modeling. As is known, theater forms the conceptual basis of the word theater, naturally, theatrical also forms the basis of the conceptual framework related to theater. Experiential learning strategy also becomes an important feature in theater-based learning, as the intellectual is poured into the field of practice and the principle of learning by living by doing in person is at the forefront. The experiential learning strategy allows children to directly experience information as it is by touching, smelling, talking, feeling, seeing. With experiential learning strategies and learning principles, a game-within-a-game perspective is adopted, not education-within-a-game. This situation is also related to the fact that the game is actually a tool, not a goal, in achieving education. The goal of an educational game is not to entertain the student, but to make him learn while having fun. The purpose of theatrical-based educational modeling is also realized in this direction. Key Words: Education, Theater, Play, Theatrical Play
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Haritha, Dr G., and Dr Ratna Rao. "A Holistic Approach to Professional Development: Integrating Kolb's Experiential Learning Theory for Soft Skills Mastery." Journal of Engineering Education Transformations 37, IS2 (2024): 415–24. http://dx.doi.org/10.16920/jeet/2024/v37is2/24069.
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Abstract - Kolb's Experiential Learning Theory emerged as a foundational educational framework in higher education, offering a structured approach to design sessions and courses that encompass a complete learning cycle. The theory aligned specific phases of the cycle with varied learning styles, acknowledging the diverse preferences individuals have for learning. Recognizing these distinct learning styles constitute the initial stride in cultivating learners' awareness of alternative learning strategies. The research investigated the practical application of Kolb's theory within professional studies encompassing disciplines such as management, engineering, design, and law. Through a stage wise application of the theory, the research delved into how Kolb's Experiential Learning Theory effectively enhanced the understanding of soft skills. The objectives of the study were twofold: first, to understand the dominant learning styles of the mentioned professional courses and apply Kolb's Experiential Learning Model in a step-by-step process to teach and learn soft skills for each course, and second, to evaluate the effectiveness of the stage-wise application of Kolb's theory in understanding soft skills to the management learners for holistic student development, which could further be applied to other professional courses too. By integrating theory into practical scenarios stage by stage and in a cyclic way, educators and practitioners actively contribute to assimilation, thus paving the way for the holistic development of professional learners, equipping them with the soft skills necessary for success in their respective fields. Key words: Kolb’s experiential learning theory; learning styles; professional learners; soft skills; teaching and learning
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Mariyam, Siti Neng, Sri Dwiastuti, and Puguh Karyanto. "Pengaruh Model Pembelajaran Experiential Learning dengan Studi Kasus terhadap Kemampuan Berpikir Kritis Siswa pada Materi Sistem Reproduksi Manusia." BIO-PEDAGOGI 3, no. 1 (2014): 55. http://dx.doi.org/10.20961/bio-pedagogi.v3i1.5318.
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<p>The aim of this research was to investigate the influence of the learning model of Experiential Learning with case study of students' critical thinking skills in the human reproductive system material.Research is Quasi Experiment (quasi-experimental) with research design Posttest Only with Non-equivalent Control Group Design. The research population was all students of eleventh (XI) grade IPA SMA Negeri 6 Surakarta academic year 2012/2013. Sampling technique in the study is cluster sampling, with samples of the two classes, there are eleventh grade (XI) IPA 1 with 26 students as the number of experimental class and eleventh (XI) IPA 3 with 28 students a class control. Treatment in the experimental class is the application of the learning model of Experiential Learning with case study and in control class applied conventional learning model with varied lectures. The technique of collection data was using test method (essay) and non-test (documentation and observation). Hypothesis testing is done by using a t-test. The results showed that the average value of the critical thinking skills of students in the experimental class was higher than the control class, which is 64.42 in experimental class and 51 in the control class. The results show the significant value of t test is 0.000 (sig. &lt;0.05), so it can be said that there are significant differences in thecritical thinking skills betweenexperimental class with control class. The research has conclusion that the model of experiential learning with case studygives significant effect on students' critical thinking skills for eleventh(XI) grade IPA SMA Negeri 6 Surakarta in academic year 2012/2013 on the matter of human reproductive system.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: experiential learning, learning method in case study, critical thinking skills</p>
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Bada, Joseph Kizito, and Jarkko Suhonen. "DEVELOPING AND EVALUATING COMPUTER GAMES: A PEDAGOGICAL PERSPECTIVE FOR HIV/AIDS PREVENTION IN SCHOOLS." Problems of Education in the 21st Century 33, no. 1 (2011): 9–28. http://dx.doi.org/10.33225/pec/11.33.09.
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This research report presents design, development and evaluation of computer games as a pedagogical approach for delivering HIV/AIDS preventive education to the lower level high school students within the age range of 13-18 years. The purpose of the research was to enable students to learn and test their understanding of HIV/AIDS basic knowledge and preventive measures using computer games. The models of the games were built using Empirical modeling approach together with experiential learning. Field experiment was used to demonstrate computer games in schools and questionnaire was used for game evaluation. Descriptive statistics and partial least square (pls) were used to analyze quantitative data from questionnaire. The results from analyzed data indicated that computer games influence learning outcome of HIV/AIDS preventive education. Based on the research results and experience in game design and game prototype demonstration in three lower level high schools, recommendation has been formulated for designing similar games for classroom use. The computer game is one of the components of digital learning environment for HIV/AIDS education. Other components include video games and online lessons with discussion forum. Key words: computer games, experiential learning, HIV/AIDS preventive education, partial least squares.
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Cherian, Renjin, and Shantanu C. "ROLE PLAY AS A PEDAGOGICAL APPROACH to TEACHING URBAN DESIGN." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 07, no. 12 (2023): 1–11. http://dx.doi.org/10.55041/ijsrem27654.
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Role play in urban design education offers students a dynamic way to apply theoretical knowledge to real- world scenarios. By assuming roles like planners, architects, or community members, students engage in hands-on problem- solving, fostering a holistic understanding of urban complexities. This experiential learning cultivates teamwork, decision-making skills, and empathy, crucial in navigating the multifaceted challenges of urban design. Overall, role play enhances practical skills, preparing students for the diverse, collaborative nature of the field. Key Words: role play, education, urban design, architecture, education tools, pedagogy.
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Ochago, R. "How innovation platforms govern the experiential learning process of coffee farmers in Uganda." African Journal of Food, Agriculture, Nutrition and Development 24, no. 12 (2024): 25179–204. https://doi.org/10.18697/ajfand.137.24640.
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While researchers, development actors, and policymakers recognize that Innovation Platforms govern farmers' development knowledge when attempting to address challenges, the question of how IPs’ governance mechanisms affect their learning process remains unaddressed. Using data from a cross-sectional survey of 214 coffee IP farmers, this study employs Partial Least Squares-Structural Equation Modeling (PLS-SEM) to analyze the relationships between IP governance and farmers’ experiential learning. The relationship between challenges, reflection, experiential knowledge, active experimentation, and IP governance mechanisms (that is, IP members' commitment and trust, IP members' involvement, and Member access to IP resources) was specifically examined. Results show that when farmers try to address their challenges, IP governance mechanisms positively and negatively affect their acquisition of experiential knowledge through reflection and active experimentation using existing knowledge. Specifically, Innovation Platform members' commitment, trust, and involvement significantly and positively moderate the link between farmers’ challenges and their reflection, while the influence of members' access to IP resources is insignificant. Similarly, while access to IP resources has an insignificant and negative moderation effect on the link between farmers’ reflection and experiential knowledge, IP members' commitment, trust, and involvement have positive but insignificant effects on them. Farmers' commitment, trust, involvement, and access to IP resources did not affect the relationship between their experimentation and experiential knowledge. Finally, the IP members' commitment, trust, involvement, and access to IP resources have insignificant effects on the relationship between farmers’ active experimentation and their challenges. Coffee farmers should use their networks to encourage commitment and involvement in intellectual property to reflect and gain knowledge. Similarly, IP facilitators should build trust among their members. Agriculture extension policymakers can use IPs as units to identify practical interventions to local challenges and improve targeted rural agriculture value chains by connecting different stakeholders to farmers at the community level because reflection as a learning activity must be consciously elicited through learning actions. Key words: Agricultural extension systems, agricultural innovation systems, value chain development, governance
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Rovan, Daria. "Iskustvo primjene modela metodske supervizije za mentore učitelja pripravnika." Annual of Social Work 30, no. 2 (2024): 29–47. http://dx.doi.org/10.3935/ljsr.v30i2.523.
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The induction phase plays a key role in shaping the professional identity of the teacher, so it is important that the beginning teacher has good mentoring support. Method-oriented supervision can be useful for the development of mentoring skills because it enables mentors to build their competencies through the integration of their practical experience and theoretical knowledge. Therefore, the aim of this research was to explore the possibility of applying supervision in the development of competencies of beginning teachers’ mentors and to develop a model of method-oriented supervision. Proposed model was organized around the following topics: roles and responsibilities of mentors and beginning teachers, induction process, working alliance, experiential learning, communication skills and counselling skills. This model was applied with a supervision group consisting of five beginning teachers’ mentors. Based on the activity of supervisees during the process of method-oriented supervision and the reflections of the supervisor, it can be concluded that beginner teachers’ mentors developed educational mentoring approach. They also improved their observational skills and skills needed for establishing a working alliance. It can be concluded that the proposed model of method-oriented supervision has proven to be useful for the development of the competencies of the beginning teachers’ mentors. Key words: method-oriented supervision; experiential learning; mentorship; beginning teachers; professional development.
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Kvedaraitė, Nida, Rima Jasnauskaitė, Renata Geležinienė, and Gražina Strazdienė. "FORMS OF EDUCATIONAL ACTIVITIES THAT ENHANCE SELF-DIRECTED LEARNING OF ADULTS." Problems of Education in the 21st Century 56, no. 1 (2013): 74–85. http://dx.doi.org/10.33225/pec/13.56.74.
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The research examines self-directed learning as the formation of new educational culture in the contexts of learning theories such as: constructive learning, social constructivism, experiential learning and action science . The key educational activities supporting and enabling the learning processes are distinguished and substantiated: learning by doing, learning through collaboration, learning through experience, which give new experiences to the learner as well as status, competences of educational and managerial field, and values. A qualitative approach was applied in the research and as a research strategy of a semi-structured interview was carried out, which allowed to characterize the experiences and individual meanings of research participants while they take part in non-formal educational activities that enhance their self-directed learning. The results obtained in the course of empirical research allow stating that self-directed learners broaden the variety of learning settings, shift the learning beyond the boundaries of a formal education institution and consciously learn through job-related and life activities in various groups, communicating and collaborating with colleagues. This enables the learners to reflect upon the experience gained in job-related and life activities, and shift from the formal learning to non-formal. Key words: educational activities enhancing self-directed learning, learning by doing, learning through collaboration, learning through experience, self-directed learning.
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Chai, Cheng, Yao Song, and Zhenzhen Qin. "A Thousand Words Express a Common Idea? Understanding International Tourists’ Reviews of Mt. Huangshan, China, through a Deep Learning Approach." Land 10, no. 6 (2021): 549. http://dx.doi.org/10.3390/land10060549.
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Tourists’ experiential perceptions and specific behaviors are of importance to facilitate geographers’ and planners’ understanding of landscape surroundings. In addition, the potentially significant role of online user generated content (UGC) in tourism landscape research has only received limited attention, especially in the era of artificial intelligence. The motivation of the present study is to understand international tourists’ online reviews of Mt. Huangshan in China. Through a state-of-the-art natural language processing network (BERT) analyzing posted reviews across international tourists, our results facilitate relevant landscape development and design decisions. Second, the proposed analytic method can be an exemplified model to inspire relevant landscape planners and decision-makers to conduct future researches. Through the clustering results, several key topics are revealed, including international tourists’ perceptual image of Mt. Huangshan, tour route planning, and negative experience of staying.
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Lažeta, Filip, and Kristina Urbanc. "Uloga supervizije u obrazovanju studenata socijalnog rada." Annual of Social Work 30, no. 2 (2024): 49–74. http://dx.doi.org/10.3935/ljsr.v30i2.584.
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ABSTRACT This paper presents some of the key organisational aspects of conducting field practice for the students of social work in six study programs of social work in the Republic of Croatia and the region in the light of the results of current research and key understanding of experiential learning and the demands imposed by the Global standards for the education of social workers. The purpose of the paper is to deepen our understanding of the representation and the role of supervisory support to students during experiential learning in the field practice but also to provide insight into the context within which field practice is conducted within individual study programs. Social work as a profession puts great demands on experts and raises numerous questions about how to act and why to act in casework, what are the values and standards connected to a particular situation and decision, and to what extent are we aware of our blind spots and how to address the norms and rules of an individual role, position, organisation and wider environment, both professional and social one. Social workers can find the answers to these and many other questions that derive from immediate practice in supervision. Supervision, as a specific manner of providing professional support, aims to find answers to such questions through the reflection of one’s actions, promotion of professionalism and finally, through the preservation of quality of service provided to the ultimate user. Supervision has proved to be not only an effective way of monitoring and providing support to students during practice, but also an appropriate way to acquire new knowledge and skills. Additionally, due to its theoretical and ethical essence, given specific features of learning in adult age, supervision provides a good place for reflection and it encourages the development of the professional identity of future social workers. These are also the processes that are intensely taking place during the study, so this paper will focus on the supervision of the students of social work as an approach and tool that is important for facing new challenges of study and work. Key words: supervision; field practice; experiential learning; students of social work.
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Lukočienė, Violeta. "EDUCATION OF CRITICAL THINKING ON NATURE LESSONS IN PRIMARY EDUCATION." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (2014): 114–17. http://dx.doi.org/10.48127/gu/14.20.114.
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In the article is represented and discussed the education of pupils critical thinking due on nature lessons. Introduced with practical pedagogical practice oriented to contemporary education. Critical thinking is discussed through three aspects: a) relating pupils’ theoretical knowledge and practical activities; b) using contemporary educational methods oriented to pupils; c) through relating social and natural environments and the impact to each other. Also in the article is actualized pupils’ experiential learning by analysing the real pedagogical practical examples conducted by pupils. The core of the article is that educational activities through nature lessons refers to transition from traditional to the curriculum-oriented to the contemporary education, oriented to pupils and society needs and relation. Key words: education of critical thinking, nature lessons, pedagogical practical activities.
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Javaria Ahmad, Fatima Izhar Mehdi, Manal Fatima Cheema, Minahil Aftab, and Zainab Omer. "Comparing readiness for self directed learning in undergraduates of private and public medical colleges." Journal of the Pakistan Medical Association 74, no. 11 (2024): 2035–38. http://dx.doi.org/10.47391/jpma.11458.
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Objective: To measure the readiness for self-directed learning among medical undergraduates of private and public medical colleges, and to evaluate their performance and strategies. Method: The cross-sectional study was conducted in Lahore, Pakistan from February to July 2023, and comprised medical undergraduate students of either gender from 1 private and 1 public academic institution. Data was collected using a pre-validated structured questionnaire having self-management, desire for learning, and self-control domains to explore self-directed learning readiness. Data was analysed using SPSS 26. Results: Of the 330 subjects, 166(50.3%) were females and 164(49.7%) males, while 166(50.3%) were from the private institution and 164(49.7%) were from the public institution. There were 183(55.4%) students in the 3rd year, 89(27.0%) in the 4th year and 58(17.6%) in the final year of their coursework. Self-directed learning readiness was significantly higher in students from the private institution (p<0.05). Conclusion: There was a significant correlation between self-directed learning readiness in private and public medical education institutions, with readiness being higher in the private sector. Key Words: Self-directed learning, Self-control, Experiential learning, Problem-based learning, Active learning.
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Vilarnau Gurrea, Judit, Juan Carlos Rojas-Chamorro, Angela Monserrat Jara Ocampos, Gamaliel Benítez-Notario, and Carlos Alberto Miralda-Flores. "Personal and Professional Perspectives and Aspirations of Students From Educational Communities in Paraguay." Digital Education Review, no. 47 (June 16, 2025): 316–30. https://doi.org/10.1344/der.2025.47.316-331.
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The student's perspectives, their personal and professional aspirations are key factors that encourage their achievement of learning objectives during the development of the subjects of the educational programs. All this from Hermans' theory of the dialogic self, to understand how the processes of educational change are perceived, from the visions of their self-perception, using their digital narratives as border objects shared in forums, as a reflective activity as a tool for introspection. We address the students' experiences with questions related to their expectations, motivations, uncertainties and support mechanisms throughout their learning processes. The instrument was applied to two groups of Paraguayan students at critical moments of educational change, one starting a postgraduate degree and the other finishing a professional degree (n= 68). The results were analyzed from a qualitative approach, making units of significance emerge and categorizing personal narratives through Atlas.ti. The results include Cognitive Development, commitment to Knowledge Transfer, preference for Practical Experiential Learning, professional improvement, self-improvement, family, academic and expert support and accompaniment; how they self-manage the process of uncertainty, self-regulation, innovation, commitment and satisfaction. KEY WORDS: Teachers, Students, Motivation, Higher Education, Digital Narrative, Self-Understanding.
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Yuliarti, Elisa Dewi, Sajidan Sajidan, and Marjono Marjono. "Implementasi Model Experiential Learning untuk Meningkatkan Kualitas Pembelajaran Biologi Siswa Kelas XI IPA 1 SMA Negeri 2 Surakarta Tahun Pelajaran 2013/2014." BIO-PEDAGOGI 3, no. 2 (2014): 72. http://dx.doi.org/10.20961/bio-pedagogi.v3i2.5342.
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<p>The purposes of this research are to increase quality of biology learning considered by utility of facilities in the classroom, classroom climate, and student motivation of achievement in class XI IPA 1 at State Senior High School 2 Surakarta in academic year 2013/2014. This research was a classroom action research which performed in two cycles. Each cycle consisted of 4 phases, that is planning, action, observation, and reflection. Subject of research is students of XI IPA 1 at State Senior High School 2 Surakarta. Data of research was obtained by test and non test technique. Data validation was used triangulation of methods and triangulation of observers. The obtained data were analyzed using descriptive technique. The results of this research showed the average percentage for classroom climate pre cycle (62,59 %), cycle I (75,86 %), and cycle II (82,92 %); student motivation of achievement pre cycle (63,22 %), cycle I (74,88 %) and cycle II (78,62 %); and utility of learning facilities in the classroom have been optimally, that are usage of microscope and other learning media included LCD, pictures, and video as a media to support learning activities. The results showed that the average percentage quality of biology learning aspect such as pre cycle (62,90 %), cycle I (75,37 %), and cycle II (80,77 %). The level increase of quality aspect of biology learning from pre cycle to cycle II is 17,87 %. The conclusion of this research is that the implementation of experiential learning model can improve quality of biology learning considered by utility of facilities in the classroom, classroom climate, and student motivation of achievement in class XI IPA 1 State Senior High School 2 Surakarta in academic year 2013/2014.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Experiential learning, Quality of biology learning</p>
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B C, Dr Arjun. "ENHANCING MILITARY TRAINING THROUGH VR APPLICATIONS." International Scientific Journal of Engineering and Management 03, no. 05 (2024): 1–9. http://dx.doi.org/10.55041/isjem01739.
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Virtual Reality (VR) technologies have ushered in a new era for military education and training, offering immersive learning environments that replicate real-world scenarios with unprecedented realism and detail. This paper delves into the multifaceted application of VR within military training, delving into its efficacy in bolstering soldier readiness, facilitating skill acquisition, and honing decision-making abilities crucial for operational success. Through a comprehensive review of recent literature and insightful case studies, the paper illuminates the myriad advantages VR brings to the forefront of military training methodologies. Notably, VR is lauded for its capacity to engender experiential learning, providing trainees with hands-on exposure to diverse combat situations without exposing them to physical harm. Moreover, the paper underscores the significant cost-saving potential inherent in VR-based training modalities, as they obviate the need for large-scale live exercises while still delivering unparalleled training value. Despite these remarkable benefits, the paper also addresses pertinent challenges impeding the widespread adoption of VR in military training contexts. Issues such as technological constraints, fidelity of simulation, and seamless integration into existing training frameworks warrant careful consideration to fully harness the transformative potential of VR. Nonetheless, by leveraging VR technologies judiciously, military organizations stand poised to optimize training effectiveness, enhance operational readiness, and adeptly navigate the ever-evolving landscape of security threats on a global scale. Key Words: Virtual Reality (VR), Military Training Experiential Learning, Operational Readiness, Technological Challenges
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Sikošek, Darinka, and Kornelia Žarić. "IMPLEMENTATION OF PROCESS-TARGETED ACTIVITIES OF PROSPECTIVE CHEMISTRY TEACHERS DURING CONTINUOUS TEACHING PRACTICE: A RATIONAL COMPARATIVE ANALYSIS OF TEACHING METHODS ACCORDING TO THE EXPRESSED COMPETENCIES." Problems of Education in the 21st Century 53, no. 1 (2013): 74–88. http://dx.doi.org/10.33225/pec/13.53.74.
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The main aim of the teacher study program is to ensure the proper role of teaching practice, which is included in initial teacher training courses. It is necessary that teachers of chemistry gain or develop learner competencies for appropriate teaching/ learning in the chemistry subject by using innovative teaching methods. In terms of activities and methods correction of the continuous teaching practice model for prospective chemistry teachers in Pedagogical study program of 2nd degree "Educational Chemistry" which would ensure the creation of a competent chemistry teacher (active and innovative).The main result of the study is a list of potential competencies by prospective chemistry teachers using innovative teaching methods. These competencies can be developed and produced in the performance of activities defined by using continuous teaching practice, particularly in the areas of testing and assessment, experiential and collaborative learning, and experimental (laboratory and field) work. Each of these components is separately assessed by activity and competence. Key words: continuous teaching practice (role), innovative teaching methods, learners’ competencies, potential competencies by prospective chemistry teachers.
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MEHRƏLİYEVA, J. F. "DİL FAKÜLTƏLƏRİ TƏLƏBƏLƏRİNDƏ MƏDƏNİYYƏTLƏRARASI KOMPETENSİYANIN FORMALAŞMA MEXANİZMLƏRİ." Actual Problems of study of humanities 1, no. 2025 (2025): 293–96. https://doi.org/10.62021/0026-0028.2025.1.293.
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Mechanisms of Formation of İntercultural Competence in Language Faculties Students Summary The development of intercultural competence in English language teaching is crucial for equipping students with the ability to navigate diverse cultural contexts effectively. This competence is formed through a combination of theoretical foundations and practical applications. Language educators play a pivotal role by embedding cultural elements into language instruction, utilizing authentic materials, and fostering experiential learning through role-playing, case studies, and cross-cultural discussions. A task-based and communicative approach facilitates the internalization of cultural norms and values, enhancing students' ability to interpret and respond appropriately to intercultural interactions. Additionally, collaborative learning environments, virtual exchange programs, and real-life exposure to multicultural settings significantly contribute to the development of intercultural awareness and adaptability. Assessment frameworks should extend beyond linguistic proficiency to evaluate students’ critical cultural awareness, empathy, and ability to engage in meaningful intercultural communication. By integrating these mechanisms into language education, institutions can better prepare students to function as effective communicators in a globalized world. Key words: Mechanisms of formation, collocations, intercultural, competence language skills, meaning, development, authentic materials
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Christensen, Lisa, Naomi Krogman, and Brenda Parlee. "A culturally appropriate approach to civic engagement: Addressing forestry and cumulative social impacts in southwest Yukon." Forestry Chronicle 86, no. 6 (2010): 723–29. http://dx.doi.org/10.5558/tfc86723-6.
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This article reports on an experimental civic engagement approach to link community observed cumulative effects ofnumerous local events and periods of resource development to indicators for sustainable forest and land management forthe future. We describe a process where the interview findings with 28 key aboriginal and non-aboriginal informants inthe Champagne Aishihik First Nations’ (CAFN) Traditional Territory were summarized into key themes by researchersin a community workshop to elicit a selection of social indicators for future cumulative effects assessments. Theseresponses were visions for the future based on a great deal of experiential learning that interviewees identified—part andparcel of any betterment to the community as new developments unfold. Themes such as “social healing” were furtherbroken into indicators such as “community support systems” and then further broken into local measures, such as “thepresence of, and access to, a youth centre, youth programs, and youth centres”. The local historical approach to cumulativeeffects assessment helps us not only understand more about forestry, but more about the broader connectionsbetween community members and leaders, forestry and other resource developments, and lessons people have learnedfrom the past and visions for the future.Key words: civic engagement, cumulative social impacts, social indicators, sustainable forest management, NorthernCanada
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Amna Fayyaz, Sadia Naz, and Mubeen Khalid. "Thinking Beyond Words: Evaluating Critical Thinking Skills in Scheme of BS English Program at PU and GCUF, Punjab, Pakistan." GUMAN 7, no. 4 (2024): 182–204. https://doi.org/10.63075/guman.v7i4.881.
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The study dives deep into the need of dissecting the scheme of studies nuances of the BS English programs at Punjab University Lahore and Govt. College University Faisalabad to gauge cognitive and critical thinking prowess. Existing literature has flagged a research gap in dissecting critical thinking skills within the BS English program's framework. This inquiry probes how the curriculum structures of these prestigious universities fortify students' cognitive and critical thinking acumen and their competitive edge in the BS English program arena. The research methodology adopts a quantitative lens intertwined with content analysis. Cluster sampling pinpoints key cities in Punjab, stratified sampling steers premier university selection, and purposive sampling drills down into course objectives. The Critical Thinking Evaluation Model acts as the litmus test for gauging cognitive to critical thinking skills levels. The discoveries unfurl that both institutions place a premium on a gamut of skills, kicking off from foundational knowledge and traversing through comprehension, conceptualization, implementation, analysis, evaluation, creativity, and self-directed learning. Curriculum developers predominantly spotlight implementation-centric skills, trailed by comprehension and foundational knowledge. Other proficiencies garner relatively less focus, particularly in bolstering robust concepts linked to everyday scenarios and domain-specific issues. The study accentuates the urgency for higher education establishments to mindfully evaluate and tailor their BS English program curricula to enrich learners' critical thinking prowess in sync with the demands of the 21st century. This exploration stands as a beacon for higher education institutions to recalibrate their BS English program curricula, nurturing critical thinking skills vital for students to thrive in the contemporary landscape. Moving forward, it is recommended that universities integrate more experiential learning opportunities, interdisciplinary approaches, and real-world problem-solving tasks to further hone students' critical thinking abilities and prepare them for the dynamic challenges of the future. Keywords: Teaching and Learning, Critical Thinking Skills, BS English Program, Scheme of Studies
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RC. "NURTURING 21st CENTURY SKILLS: EXPLORING METHODS AND TOOLS FOR HOLISTIC DEVELOPMENT." Research Converse 1, no. 2 (2025): 1–6. https://doi.org/10.5281/zenodo.14846521.
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<em>The 21st century has brought about a significant change in the skills necessary to succeed in a complex and interconnected world. This paper explores the dynamic landscape of 21st-century skills development, investigating innovative methods and tools shaping this paradigm shift. Objectives include defining the framework for skill development, exploring theoretical foundations, evaluating enhancement tools, synthesizing literature perspectives, and providing critical analysis with theoretical recommendations. The framework spans critical thinking, creativity, communication, collaboration, and adaptability, preparing individuals for real-world problem-solving. Methods encompass ‘Project Based Learning’, ‘Experiential Learning’, and ‘Inquiry Based Learning’, while tools involve Digital Collaborative Platforms, Augmented/Virtual Reality, and Gamification. Challenges of access, equity, and teacher development persist, necessitating collaborative efforts. The literature review (2015–2023) highlights efficacy and challenges of methodologies/tools. The review's strengths include thematic cohesion, current relevance, in-depth exploration, critical tool evaluation, and challenge awareness. Recommendations include addressing geographical context, incorporating quantitative data, and integrating diverse perspectives. The methodology involves a systematic literature review, sourcing secondary data, purposive sampling, and qualitative content analysis. This study provides a comprehensive understanding of 21st-century skills development, offering insights for educators, policymakers, and researchers.</em> <strong><em>Key words:</em></strong><em> </em><em>21<sup>st</sup> Century Skills Development, Holistic Skill Enhancement, Innovative Learning Methods, Tools for Skill Development, Nurturing Future Skills</em>
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Salem, Asma Al Mokhtar Miftah Alhaj, Rawad Mansour Abdulhafith Alfaqi, and Ahmed Jamah Ahmed Alnagrat. "Learning in Immersive Virtual Worlds from the Perspective of Media Didactics." Brilliance: Research of Artificial Intelligence 4, no. 2 (2024): 657–68. https://doi.org/10.47709/brilliance.v4i2.4893.
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Virtual Reality (VR) technologies are increasingly recognized for their potential to enrich educational settings, yet their integration often emphasizes technological novelty over pedagogical effectiveness. In the domain of media didactics, VR’s value lies not only in its immersive and interactive capabilities but also in its capacity to fulfill specific educational objectives through structured engagement. This study explores the role of immersive VR environments in supporting educational activities by aligning VR’s affordances—such as realism, interactivity, and user engagement—with established didactic principles. The primary objective is to provide a framework that encourages educators to implement VR in ways that are pedagogically sound, thereby enhancing learner engagement and skill acquisition. Using a qualitative approach, the study synthesizes recent literature and analyzes case studies within four key VR applications: training environments, construction tools, exploration experiences, and experimental simulations. Results indicate that VR significantly contributes to experiential learning across these domains, with applications including skill-based training in virtual workshops, exploratory learning through virtual field trips, and controlled experimentation that supports hypothesis testing in virtual worlds. The study concludes that VR holds transformative potential for education; however, its impact is maximized when embedded within a purposeful didactic framework. By aligning VR applications with clear educational goals, VR can foster cognitive and emotional engagement, improving learning outcomes across diverse disciplines.
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Shieh, Ruey-Shyy, and Wheijen Chang. "FOSTERING STUDENT’S CREATIVE AND PROBLEM-SOLVING SKILLS THROUGH A HANDS-ON ACTIVITY." Journal of Baltic Science Education 13, no. 5 (2014): 650–61. http://dx.doi.org/10.33225/jbse/14.13.650.
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The purpose of this study is to investigate how a group of junior-high school pupils created a functional boat from scratch and resolved the problems encountered in a scientific project. The study was conducted using a qualitatively exploratory method. Data sources consist of artefacts, interviews, observations, and self-reflection reports. The study results reveal that the hands-on, trial-and-error experiential learning not only helped the pupils enhance their creative skills and problem-solving abilities, but also helped them realize the value of collaboration. Nevertheless, although they were able to make various shapes of boats using different materials, only half of the boats created were able to successfully complete the established course. It discloses that turning a model work into a functional piece demands a certain extent of scientific knowledge and skills associated with the tasks, in addition to creative skills. The students’ anticipation of the teacher’s scaffolding to achieve the project goal was found to vary greatly among teams, indicating a dilemma of the teachers’ role in an open-form scientific project. How the created products were ranked in the project also raises concerns regarding setting up criteria to assess scientific artefacts. Suggestions for enhancing future implementations are provided. Key words: boat creation, collaborative learning, hands-on skills, problem solving skills.
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Schecter, Sandra R., Barbara Arthurs, Sherri Sengupta, and Alice Wong. ""Roots and Routes": Professional Educators’ Transformative Insights Into the Linguistic and Experiential Worlds of Generation 1.5 Language Minority Students." LEARNing Landscapes 8, no. 2 (2015): 337–61. http://dx.doi.org/10.36510/learnland.v8i2.712.
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This article explores findings of a project that addressed the academic literacy development of children who are born and/or begin their formal schooling in Canada, but who are raised in homes where the societally dominant language is not the primary idiom. It focuses on collaborating educators’ professional learning through engagement in community-referenced action research that provided opportunities for eighth graders to explore themes related to their developing personal and socially situated identities. One key insight pertained to students’ access to information regarding their family histories and trajectories; a second, to linguistic dynamics internal to generation 1.5 linguistic minority youths’ households.
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Khan Soomro, Raja Bahar, Abdul Basit Soomro, Syed Tassaduque Ali Shah, and Ihsanullah Memon. "Integration of Virtual Reality and Augmented Reality into STEAM Education: A Meta-Analysis." Journal of Advance Research in Social Science and Humanities (ISSN 2208-2387) 11, no. 1 (2025): 7–21. https://doi.org/10.61841/ameexk04.
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Integration of Virtual Reality (VR) and Augmented Reality (AR) into the teaching of science, technology, engineering, arts, and mathematics (STEAM) has become so popular because of the impact on teaching and learning process. This meta-analysis explores the effects of VR and AR technologies in STEAM education based on a chain of studies undertaken over five years. The study analyses the impact of immersive technologies on student engagement, concept mastery, and skill development in various fields of science and technology. Research findings from various studies indicate that VR and AR support experiential learning by providing an immersive and interactive environment, which enables complex problem solving, creativity, and participation. In other words, VR provides a totally immersive experience that increases spatial consciousness and procedural abilities, but AR improves interaction with the physical environment and the real world. However, VR and AR effectiveness depends upon the level of education and the subject area and method of implementation. It is indicated that the results of the application of VR and AR show significant differences, as in most cases, VR offers deep experiences, whereas AR offers much opportunity to learn about the situation. The special emphasis of research is placed on intentional use of technology and strategies for education. It has identified some key areas that require further study to enhance the application of VR and AR technology in education and to have a higher impact on learning outcomes.
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Bernal Trigueros, Adriana, María Titzé Yunuén Cárdenas Ayala, and Enoc Maldonado Camacho. "La Generación de Escenarios de Enseñanza y Aprendizaje en la Modalidad de la Educación no Formal: Proyecto Interinstitucional e Interdisciplinario." Ibero Ciencias - Revista Científica y Académica - ISSN 3072-7197 4, no. 2 (2025): 224–43. https://doi.org/10.63371/ic.v4.n2.a64.
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We find ourselves in a stage where formal education is increasingly being criticized, we are urgently urged to generate other spaces where we can strengthen teaching and learning in university students, having greater practical impact. The research work is an opportunity to question whether the Higher Education Institution, from the experience of the Autonomous University of Nayarit (UAN), Mexico, is addressing the generation of scenarios where the comprehensive and interdisciplinary education of and in students is strengthened. Therefore, the following lines show the first stage of the research macro-project based on the importance of generating non-formal training scenarios that strengthen comprehensive and interdisciplinary training in UAN students, allowing them to propose social and educational projects, implementing teaching and learning strategies to develop soft skills and knowledge for life. Key words include educational modalities, non-formal education, educational projects, interdisciplinary and inter-institutional. This experience, which emerged from the Mentors Program at the University of Guanajuato and the link between it and the Autonomous University of Nayarit, is valued. Eighteen editions have been held from 2015 to 2024, and two are about to be completed in 2025. University students, teachers, children from upper primary to secondary school, as well as parents and guardians from the states of Guanajuato and Nayarit have participated. The work will be formulated with a qualitative action research approach of narrative and experiential design.
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Avital, Michel, and Betty Vandenbosch. "SAP Implementation at Metalica: An Organizational Drama in Two Acts." Journal of Information Technology 15, no. 3 (2000): 183–94. http://dx.doi.org/10.1177/026839620001500302.
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This play attempts to reconstruct the social reality of key players at Metalica during the first couple of years of SAP implementation. Rather than adopting one perspective about the SAP project, we provide the views of different participants using their own words, arguments and ideas as much as possible. The play is constructed from summaries of systematic interviews which were changed only to suit scholarly objectives and a dramatic presentation. At the request of the company involved, the names and locations in this case have been disguised. Act 1 describes the company's vision concerning the implementation of an enterprise resource planning (ERP) system, a crisis which emerged during the initial phase of implementation and the actions taken to remedy the shortfalls. Act 2 describes the project management, the dynamics between the implementation team members and the organizational implications of an ERP system implementation. The actual performance of the play and a subsequent discussion among the participants enable students to re-create and experience the thrills, frustrations, dilemmas and concerns originally expressed by the people who inspired this account of SAP implementation. Using theatre in an academic environment opens new avenues for critical observation, integrative sense making and experiential learning.
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Fox, Joanna, and Petra Videmšek. "EXPERIENCES OF SERVICE USER INVOLVEMENT IN SOCIAL WORK EDUCATION IN ENGLAND AND SLOVENIA." Annual of Social Work 29, no. 2 (2023): 327–45. http://dx.doi.org/10.3935/ljsr.v29i2.444.
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In this article we discuss the nature of service user involvement in Higher Education (HE) social work programmes in both England and Slovenia. This discussion is based on our experiences of supporting such programmes alongside evidence derived from the literature. Firstly, we present a discussion of the effective development of service user involvement in the respective HEIs in our two countries. Secondly, we explore how the involvement of experts-by-experience in HEIs benefits the learning of social work students. Thirdly, we investigate how the emergence of Covid-19 has influenced the delivery of social work education and the involvement of service users in our respective social work programmes. We conclude by noting that our social work programmes have been forced to adapt to the needs of students in an online community and have embraced inclusive education. As a result of this, we suggest that the needs of experts-by-experience should inform the development of social work education and that they should be consulted on how they choose to be involved in educational practice. Key words experiential knowledge, expertise-by-experience, service user involvement, England, Slovenia
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Radhika, Puthenedam. "Dance education in the K-12 curriculum: An NEP 2020 perspective with specific reference to Outcomes-based standards." KUTAP (ISSN 2582-5356) 6, no. 8 (2023): 125–32. https://doi.org/10.5281/zenodo.7938342.
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<strong>Abstract</strong>–Creative and aesthetic expression has been one of the important attributes of dance education in the curricular framework of NCERT. More recently, NEP 2020 has laid emphasis on experiential learning and has given importance to competency-based learning as one of the standard pedagogies within each subject. The learning outcomes-based frameworks have become an important proponent that leads towards achieving the competency standards both in learning and in assessment. Since arts have been made part of the multidisciplinary choice-based courses available for secondary school students, never before has there been a greater need for standards in art education, a pedagogical concept that has been a permanent feature in all other streams and subject areas. The paper has analysed various frameworks of learning outcomes and standards in dance and art education and has developed a model outcome standards with skill standards that can be applied to dance/art education. This is a primary move towards developing sequential process oriented skill standards in arts for all age groups of K-12. This research has utilized qualitative research with content analysis of empirical data and documents. It has relied mostly on primary data that have been available in the form of reports or policy documents of national bodies like NCERT or CBSE, talks and discussions by policymakers during the formal launch of NEP 2020 and other significant arts standard frameworks that have been adopted by countries like the USA. The outcome-based learning emphasised by various recent educational policies and the stress on competency standards by the NEP 2020 has put a lot of emphasis on recognising and implementing standards in learning especially in the case of arts education in India where it has been felt lacking. The paper has addressed this gap by developing a outcome-based skills standards model after comparisons and analysis of the available frameworks in arts education. This is the first step towards standardising process oriented outcome-based learning in the context of Arts education in India. <strong>Key Words</strong>: Arts education, K-12 arts curriculum, Dance education, learning outcomes, NEP 2020, standards in arts learning, content standards, outcome-based learning, competency-based learning.
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Küçüktamer, Tuğba, and Nursel Yardibi. "Yapılandırmacı öğretim bağlamında bir örnek ders." International Journal of Innovative Research in Education 4, no. 3 (2017): 170. http://dx.doi.org/10.18844/ijire.v4i3.2645.
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Abstract
 
 With the widespread use of the Internet, it is observed that many concepts and practices in daily life are being reshaped. This form is also reflected in the field of education and e-learning processes are gaining importance in this context today. This article deals specifically with the Coursera platform, the Mass Online Open Lecture (MOOC) for life-learning learning activity, which has become a requirement of the modern age and which allows the individual to be constantly up-to-date. In general, the Coursera assessment is an art module and this module has been examined specifically for Art and Effective lesson. The data evaluated in the introductory section are examined in the framework of the web page design related to this course, the level of access to the related course materials and the level of using the interaction tools. The results obtained were then evaluated in the constructivist teaching model perspective. According to the constructivist teaching model, teaching does not occur through information transfer, but through the experience of the student. The Art and Activity course in Coursera's art module has been reviewed in the context of the constructivist teaching model. In this study, it is concluded that interactive education technology is designed to the theory of constructivist teaching model and in this sense, the learner has features suitable for learning by experiential learning. The review was conducted on a single course in the arts module on the Coursera platform. Examination of the entire module and platform with other examinations in terms of the constructivist teaching model will contribute to achieving a holistic result.
 Key words: Learning to life, MOOC, Coursera, constructivist teaching, educational program
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Lee, Yeonjung, Lun Li, and Laxman Shrestha. "WHAT AND HOW DID IT WORK? A SYSTEMATIC REVIEW OF THE INTERVENTION STUDIES OF CHANGING PERCEPTION TOWARD OLDER ADULTS." Innovation in Aging 6, Supplement_1 (2022): 322. http://dx.doi.org/10.1093/geroni/igac059.1270.
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Abstract Social workers are one of the major professionals serving for older adults. However, social work students often rank gerontology at the bottom of their future professional practice. Studies show that students have negative attitudes about, and perceptions of older adults and aging. Such stereotypes result in social work students considering practice areas other than gerontological social work. The objective of this study is to conduct a systematic review and identify any types of the intervention studies of changing perception and attitudes toward older adults and aging among social work students. This systematic review identified empirical research studies written in English that were published in a peer-reviewed journal before November 2021. Systematic search was carried out within four electronic databases (AgeLine, Education Research Complete, Social Work Abstracts, SocINDEX with full text) with the key words such as “social work student” and “aging or ageing or elderly or older adults or seniors or geriatrics or gerontology”. A total of 470 abstracts were identified, and after careful review of 143 full articles yielded from the databases, 43 journal articles were included in this study. Analysis of the selected literature provides that major interventions have been tried include service learning, lecture, curriculum development, simulation, training program, and intergenerational program. This systematic review highlights the importance of the experiential learning, partnership development with community, and interprofessional collaboration to provide the best model of practice for changing perception toward aging and older adults among social work students.
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Hall, Laura, Urpi Pine, and Tanya Shute. "Beyond the Social Determinants of Health." Diversity of Research in Health Journal 3 (March 2, 2020): 1–11. http://dx.doi.org/10.28984/drhj.v3i0.302.
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Abstract
 This paper will reflect on key findings from a Summer 2017 initiative entitled The Role of Culture and Land-Based Healing in Addressing and Ending Violence against Indigenous Women and Two-Spirited People. The Indigenist and decolonizing methodological approach of this work ensured that all research was grounded in experiential and reciprocal ways of learning. Two major findings guide the next phase of this research, complicating the premise that traditional economic activities are healing for Indigenous women and Two-Spirit people. First, the complexities of the mainstream labour force were raised numerous times. Traditional economies are pressured in ongoing ways through exploitative labour practices. Secondly, participants emphasized the importance of attending to the responsibility of nurturing, enriching, and sustaining the wellbeing of soil, water, and original seeds in the process of creating renewal gardens as a healing endeavour. In other words, we have an active role to play in healing the environment and not merely using the environment to heal ourselves. Gardening as research and embodied knowledge was stressed by extreme weather changes including hail in June, 2018, which meant that participants spent as much time talking about the healing of the earth and her systems as the healing of Indigenous women in a context of ongoing colonialism.
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Manurung, Elvy Maria, Yohanes Slamet Purwadi, and Ignatius Bambang Sugiharto. "Memahami Konstruksi Nalar Epistemologi Etnik: Sebuah Kajian Filosofis." Jurnal Ledalero 21, no. 1 (2022): 71. http://dx.doi.org/10.31385/jl.v21i1.258.71-86.
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In the 21st century, due to its incessant auto-criticism, the orientation of science is split into two. On the one hand, the monolythic tendency of positivism -with its physicalistic paradigm- is still prevalent. On the other, the tendency of openess toward the complexity of reality is also thriving. The latter would include the openess toward non physical variables or even toward esoteric experience. At this junction, the concept of<br />ethnoepistemology is worth considering. With regard to this, this article seeks to see the fundamental differences between the universal-scientific epistemology and ethnoepistemology. Ethnoepistemology is examined in terms of its local ontological-worldview, which mostly is spiritual in character. It was found out that the local worldview generates a particular knowledge, with specific logic, method and vocabulary of its own. Complemented with some case-studies, the article comes up with the idea that the mistery of the world can be accessed from many points of view, resulting in different kinds of knowledge. That said, while scientific epistemology is not the only possible one, ethnopistemology can upgrade itself by learning from the work-ethos of scientific epistemology. <br /><br /><strong>Key words:</strong> episteme, worldview, logic, interdependency, holistic, experiential
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Cartay Ángulo, Rafael, Kepler Ribadeneira Aroca, Fernando Pérez Suárez, and Carlos Rivero Torres. "¿Para qué sirve la experiencia? Reflexiones sobre un aprendizaje activo y crítico." ReHuSo: Revista de Ciencias Humanísticas y Sociales. e-ISSN 2550-6587. URL: www.revistas.utm.edu.ec/index.php/Rehuso 3, no. 3 (2018): 70. http://dx.doi.org/10.33936/rehuso.v3i3.1481.
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 Este artículo trata sobre el valor de la experiencia como fuente de conocimiento y su utilización en los procesos pedagógicos de enseñanza-aprendizaje y autoaprendizaje, con el apoyo de la técnica del pensamiento crítico, para cumplir los objetivos de formación académica. Con ese fin, valiéndose de ejemplos concretos, se discute el uso idóneo de algunas herramientas propias de las TIC para la búsqueda de conocimientos tales como el motor de búsqueda google, en particular la sección Wikipedia, y google académico, información que es procesada por el estudiante empleando el sistema copia y pega, para luego exponer los hallazgos. La experiencia, aplicada en las nuevas metodologías de enseñanza – aprendizaje produce un conocimiento superior en los procesos educativos, más si la práctica está asociada al trabajo colaborativo como resultado de las pedagogías constructivistas.
 
 Palabras clave: Aprendizaje a través de la experiencia; Educación; Enseñanza superior; Pensamiento crítico
 
 ABSTRACT
 
 This article deals with the value of experience as a source of knowledge and its use in the pedagogical processes of teaching-learning and self-learning, with the support of the technique of critical thinking, to meet the objectives of academic training. To this end, specific examples are used to discuss the appropriate use, in the search for knowledge, of certain ICT tools such as the Google search engine, in particular the Wikipedia section, and academic Google, whereby information is processed by the student using the copy and paste method so as then to present his or her findings. Experience, when applied in the new teaching - learning methodologies, produces superior knowledge in educational processes, even more so if this form of practice is associated with collaborative work as a result of constructivist pedagogies.
 
 KEY WORDS: Critical thinking; Experiential learning, Education; Higher education
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Mikeleviciene, Daiva, and Ruta Cereckiene. "CREATING THE BOND BETWEEN PRESCHOOL CHILDREN AND ANIMALS IN THE SLOW EDUCATION PROCESS." Natural Science Education in a Comprehensive School (NSECS) 31, no. 1 (2025): 68–80. https://doi.org/10.48127/gu/25.31.68.
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Interaction with animals provides children with numerous beneficial experiences. By taking care of a living creature and understanding its needs, children can develop empathy and a sense of responsibility. Such a connection offers sensory and emotional benefits – it reduces stress, calms, and encourages curiosity. Modern children often have less natural interaction with animals for several reasons: most grow up in apartments where keeping pets is not an option, there is a lack of natural spaces where they can observe animals in nature, and they spend a significant amount of time using digital technologies. A bond between children and animals can be formed in various ways, such as encouraging direct interaction with pets, spending more time in nature, observing birds and insects, or visiting animal shelters and farms. The principle of slow education ensures deep engagement in the learning process. Children fully experience and appreciate each moment in the present when enough time is dedicated to daily routines, exploration, creativity, wonder, and the joy of discovery. In the context of slow education, animals serve as a natural learning tool, helping children explore the world through direct experience while enhancing harmonious emotional, cognitive, and social development. Slow education manifests through calm, meaningful, and profound engagement in the learning process, allowing children to discover and explore nature independently and form connections with animals. Educational activities involving animals reflect the principles of slow education by giving children the opportunity to explore at their own pace, fostering curiosity, empathy, and responsibility toward animals. Scientific activities and imaginative play raise children's awareness of nature conservation and responsible behaviour toward animals. Key words: slow education, experiential learning, pets, forest animals, empathy, 3D animal-augmented reality, imaginative play, animal-based education.
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Fasih Ali Ahmed, Russell Seth Martins, Danish Ali, Mian Arsam Haroon, Amber Mehmood, and Nuzhat Faruqui. "The impact of community medical camps on medical students and graduates’ education." Journal of the Pakistan Medical Association 73, no. 6 (2023): 1183–91. http://dx.doi.org/10.47391/jpma.5731.
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Objectives: To investigate the impact of volunteering at community medical camps on medical students’ and graduates’ clinical and soft skills, knowledge of community health, and future career goals. Method: The cross-sectional pilot study was conducted at the Aga Khan University Hospital, Karachi from July to October 2020, and comprised medical students or trainees who had attended at least one medical camp in a community-based setting organised by any of the two non-governmental organisations who collaborated in the study. Responses were obtained through a self-reported online survey from the participants. Data was analyzed using SPSS 25. Results: Of the 52 subjects, there were 25(48.9%) males and 27(51.9%) females with overall mean age 25.4±3.8 years. Majority of the participants 35(67.3%) had attended a private first-tier medical school while 17(32.7%) had attended other local medical schools. Overall, 40(76.9%) subjects reported improved community knowledge, , 44(84.6%) had experiential learning and confidence in outpatient management, and 49(94%) had improved soft skills. Besides, 21(40.4%) participants agreed to have been influenced to pursue a career in primary care, and 25(48.1%) reported a direct impact on their choice of career specialty. Compared to males, females reported improved more awareness and alertness (p=0.016), increased confidence approaching communities (p=0.032), and increased compassion towards patient care (p=0.047). Conclusions: Community-based medical camps had an overall positive impact on volunteering medical students. Key Words: Community medical camps, Community health service, Medical education, Service-learning.
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George, Tracy P., Allison C. Munn, Tiffany A. Phillips, and J. Marty Hucks. "The Use of Tweet-Format Narrative Reflections During a Service-Learning Trip to Appalachia." Online Journal of Rural Nursing and Health Care 20, no. 2 (2020): 156–78. http://dx.doi.org/10.14574/ojrnhc.v20i2.633.
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Background: Tweet-format narratives have been used in medical education to capture student experiences. However, there is a lack of research on tweet-format narratives during experiential learning in nursing education.
 Purpose: The purpose of this project was to explore the usefulness of tweet-format narratives to capture nursing student experiences and to elicit reflection during a service-learning trip.
 Methods: Eight bachelor of science in nursing (BSN) students participated in a service-learning experience to Appalachia. A grounded theory approach with three data collection methods was used to determine the usefulness of tweet-format narratives to facilitate student reflection during the event. A free closed text-messaging app was used to house tweet-format narratives. A focus group session and post-survey were conducted at the conclusion of the trip. Emergent themes from each data collection method were compared and modified using iterative techniques and constant comparison analysis until the data were saturated.
 Results: Focus group responses were reflective in nature and included student elaboration about content themes that were previously identified by the tweet-based narratives. Modification of themes resulted in six final themes of improved skills, cultural competence, patient interaction, socioeconomic factors and health, landscape/clinic setting, and impactful shared experiences.
 Conclusions: It is important for nursing students to reflect on their experiences during service-learning immersion trips, especially as they relate to underserved rural populations and their unique healthcare scenarios. With the growth of social media, more nursing students are accustomed to communicating in a short, text-based format. The tweet-format narratives in the free closed text-messaging app allowed students to reflect on their experiences through open-ended comments and to communicate with other members of the group. Short text-based narratives can be an effective narrative medicine technique for nursing students participating in service-learning trips in rural areas.
 Key words: narrative medicine, rural health, service-learning, technology
 DOI: http://doi.org/10.14574/ojrnhc.v20i2.633
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Orok, Afor Betek Mary Espouse Tanyi Nkongho. "The Influence of Strategic Competencies on the Skills Development of Workers with Hearing Impairment in Fako Division South West Region of Cameroon." International Journal of Trend in Scientific Research and Development 4, no. 4 (2020): 329–36. https://doi.org/10.5281/zenodo.4017649.
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The main objective of this study was to investigate the influence of “Strategic Competencies on the Skills Development of Workers with Hearing Impairment in Fako Division South West Region of Cameroon”. To achieve this, a case study research design was used and the sample of a sample of 39 persons were selected across the seven Sub-Divisions of Fako. 15 workers with hearing impairment and 24 of their colleagues, made up the sample of the study. The sample emerged through the use of purposive and snowball sampling techniques. An interview guide and a focus group discussion guide were used for data collection. Interview and focus group discussion guides were analysed using the process of thematic analysis, whereby concepts or ideas were grouped under umbrella terms of key words with the support of Atlas Ti 5.2 (Atlas Ti GMBH 2006). The findings revealed that, workers with hearing impairment poses strategic competencies such as; self-acceptance, humility, inter-personal fluency, alternative communication approach, experiential learning, creative thinking, emotional control, collaborative strategy, modelling, observational learning, commitment, acceptance of error, problem-solving ability, career exploration, system thinking, openness, emotional control, systematic thinking/strategic intent, humorous strategies and curiosity. The listed qualities of strategic competencies positively influence the career development of workers with hearing impairment, by helping them to be resilient, develop skills, improve on performance, improves on their ability to think hypothetically, improve on their working relationship, and help them dismiss misconception. Based on the findings of this study, it is recommended that, for persons with hearing impairment who are facing career challenges, should not give up or feel frustrated. Rather they should strategize and develop in their career. For strategic competencies helps in the development of constructive qualities from an individual.
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Kariuki, Scolastica, Barnard Boyo, Michael Bowen, and Purity Kiambi. "School curricullum and enviromental sustainability." Technium Social Sciences Journal 32 (June 9, 2022): 126–44. http://dx.doi.org/10.47577/tssj.v32i1.6604.
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Despite far-reaching environmental concerns, school curriculum in Kenya lacks adequate environmental sustainability address, yet global indicators show deterioration of the environment in developing countries is obviously leading to loss of biodiversity, rise in carbon levels, climate change (UNESCO. 2016) and overall poor-quality life. Research conducted on values education and environmental sustainability determined effective approaches to promote environment sustainability among school going children in Kenya. Inadequate environmental values education was hypothesized to lead to low awareness and action towards sustainability. To determine the extent to which Kenya’s education curriculum addresses environmental sustainability values for ESD, the findings form a basis for proposing innovation in EESD in school curricular. Mixed research design involved content analysis of the curricula and textbooks, descriptive surveys and expert interviews. Multistage sampling was applied among students and teachers from 8 former provinces of Kenya for administration of questionnaires to determine environmental content in educational materials, values and skills taught. Expert officials from KICD, MOEST, and UNEP were selected using purposive sampling for interviewing on required content, policy and adequacy. Findings indicated that EESD is not explicitly taught, does not adequately reflect in curricular objectives or textbooks, teaching on environment is mainly knowledge based and lacks experiential learning activities, heads of department (50%) have no training on environmental issues, students (51.8%) have not learnt enough of environmental issues, teachers (56%) are not motivated to teach about environment, and over 62% of teachers report the curriculum is insufficient to develop environmental values. MoE and NEEMA confirmed that values and policy on environmental sustainability are insufficiently taught, teachers are inadequately trained and initiatives on curriculum for environmental sustainability are inconclusive. Teaching and learning for EESD in Kenya is based on inadequate content, values and methodology. In conclusion appropriate EESD content, values and methodologies should be integrated in unfolding curriculum reviews for school.
 Key Words:
 School Curricular
 Environmental Education
 Environmental Education for Sustainable Development
 Environmental Sustainabilit
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Raju, G. Satheesh, and Dr N. Suman Kumar. "An Effective way of teaching Entrepreneurship to Engineering Students using Pain Storming as a Tool." Journal of Engineering Education Transformations 35, no. 1 (2021): 102–9. http://dx.doi.org/10.16920/jeet/2021/v35i1/22061.
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Abstract : Teaching entrepreneurship to engineering graduates with the purpose to develop entrepreneurial intention is a challenging process. Many technical institutions have started to offer entrepreneurship courses and While teaching experientially there is a need for proper assessment of student learning, evaluation and feedback. The purpose of introducing this course is to inculcate entrepreneurial skills and improve their future career opportunities. This paper outlines the course and teaching methodology implemented at S R Engineering College an autonomous institute in Telangana. The objective of Technology entrepreneurship course which is offered to B.Tech second and third year students as an open elective is to motivate them towards starting a venture. Teaching of regular entrepreneurship theory is done by following traditional teaching method. Pain storming is the method used at the beginning of the course which leads to opportunity recognition and students works to build their enterprising concept based on that. This paper describes the teaching pedagogy adopted in delivering this course at theinstitute and the pedagogy can be implemented by the ins ti tutions whi ch a re about to introduce entrepreneurship. Key words: Entrepreneurship education, teaching, learning, assessment, entrepreneurial intention.
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Annarumma, Maria, Luigi Vitale, and Olga Campiglia. "THE EVOLUTIONARY PERSPECTIVE ON KNOWLEDGE DEVELOPMENT: EMOTION AND REASON FROM ARISTOTELE TO DAMASIO." Problems of Psychology in the 21st Century 10, no. 2 (2016): 69–76. http://dx.doi.org/10.33225/ppc/16.10.69.
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The analysis of the reason-emotion dynamics intersects several disciplinary fields, such as psychology, medicine, informatics, linguistics, neuroscience, with a specific relevance for Education Sciences, as it offers interesting perspectives over its influence on the learning process. Such issues are rooted in philosophical reflections by Plato, Aristotle and later by Descartes, Vico and Kant. These dualistic perspectives will be definitively abandoned in favour of a globalist vision of the mind-body relationship, during the first half of the XX century, particularly thanks to Dewey (1933) who, inspired by Darwin’s theories, was the first to support this unity by recognizing an intersection among physical, mental and environmental processes. Over the last decades, an imperatively anti-dualistic analysis has been developing in the field of neurosciences and cognitive linguistics: on the one hand, cognitivism, considering the mind in its function of symbolic manipulation; on the other hand, connectionism, studying neural networks. Furthermore, recent scientific research has allowed mapping in a detailed - albeit admittedly incomplete manner - the complex activity of the brain and highlighting analogies between elementary connections and complex interactions. The systemic perspective is hence considering “mind and body”, “reason and emotion” as two interconnected and essential aspects of human complexity. In this regard, Damasio’s research shows how participation of the organism to conscious experience returns to the consciousness itself those biological requirements which are essential to legitimate it as an object of scientific study. Knowledge is generated by socio-experiential relationships that play a crucial role within knowledge representation. The mind takes therefore an active role in shaping the representation of the world: understanding does not just consist in a mere reproduction of the external world in our mind; instead, it is a continuous process of creative reconstruction of our perceptive dynamics. Emotion, creativity and rationality are essential elements of the human being, which activate and develop due to personal inclination as well as socio-cultural aspects. Both genetic and social components are decisive in cognitive dynamics, as they represent innate potentials that need to be recognized, understood and exploited. Key words: emotion and reason, knowledge, learning, neuroscientific perspective.
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Rodriguez Carreon, Vivianna, and Penny Vozniak. "Embodied Experiential Learning." Journal of Awareness-Based Systems Change 1, no. 2 (2021): 31–50. http://dx.doi.org/10.47061/jabsc.v1i2.1179.
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This paper presents a craft in experiential teaching and an experiment in embodied learning for peacebuilders and change-makers. The theories, practices and experiments are part of the postgraduate course in Peace of Mind. The intention is to invite the reader to see experiential learning and awareness-based practices as a tool that enables a possibility to evolve our humanness. Interdisciplinary abstract methodologies from Indigenous and phenomenological philosophies support the argument that granular and qualitative knowledge emerges through the embodiment of human expression. It addresses the concept of fragmentation of the self, the importance to pause to give voice to knowledge that words cannot convey. Through the arts, the paper shows non-linear forms of communication with visual experiments. The purpose of this collaborative work is in the craft, in the process, and beyond the authorship.
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Valle, Gabriel R. "Experiential Learning and Healing." Gastronomica: The Journal of Food and Culture 25, no. 2 (2025): 56–66. https://doi.org/10.1525/gfc.2025.25.2.56.
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What would happen if we were to flip traditional pedagogies of teaching sustainable agriculture on their head? In other words, what would happen if sustainable agriculture education shifted from one that focuses on techniques, to one that focuses on healing. Many students who attend Minority Serving Institutions embody the consequences of a broken food system. Obesity, diabetes, heart disease, and asthma are more common in minority communities and are often linked to the industrial food system. Therefore, teaching students who have experiences of living with low food access, have had family members lose jobs because the drought has closed the farm, or have relatives with forms of cancer that can be traced back to contaminated drinking water requires a form teaching that is less concerned about what content to teach and more vested in providing students pathways to heal. This paper explores how experiential learning and healing can be fertile grounds to develop a transformative agroecology that pushes student awareness, engagement, and motivations for sustainable agriculture into new and exciting directions.
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Ragoonaden, Karen, Margaret Macintyre Latta, Kelly Hanson, Rhonda Draper, and Jordan Coble. "Storying and Re-storying Indigenous Content, Perspectives, and Histories in an Elementary Arts Based Curricular Experience." Alberta Journal of Educational Research 66, no. 1 (2020): 32–49. http://dx.doi.org/10.55016/ojs/ajer.v66i1.61667.
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As part of a larger study focusing on the interdependence of creative and critical curricula, this research examines how an arts experience in an elementary school was re-storied, with the guidance of local and place-based First Nation community members, as an exploration of decolonizing curriculum. A school-based musical theatre experience titled Re-Storying Canadian History, which intended to address concerns about Canada’s 150th anniversary, served as a critical and creative medium for increasing awareness of the existing plurality of First Nation identities, cultures, and languages. Framed as a case study, the experiential narratives of elementary school students and their educators provided a space, a time, and a place to initiate and to discuss decolonization processes in elementary school curricula. Three interpretive devices, storying and re-storying, broadening, and burrowing engaged educators and their students in reconnecting teaching and learning with Indigenous content, perspectives, and histories. Key words: Storying and Re-Storying, Decolonization, Arts Based Research, Creative and Critical Curriculum, Truth and Reconciliation Commission S'insérant dans le cadre d’une plus grande étude portant sur l’interdépendance de la criticalité et de la créativité des programmes d’études, cette recherche examine la réitération d’une expérience artistique dans une école élémentaire sous la direction de membres de la communauté locale des Premières Nations comme une étude de la décolonisation du curriculum. L’école a présenté une production de théâtre musical intitulée Re-Storying Canadian History (Reprise de l’histoire du Canada) dont le but était d’aborder des préoccupations quant au 150e anniversaire du Canada. La présentation a servi d’instrument critique et créatif pour mieux faire prendre conscience de la pluralité des identités, des cultures et des langues des Premières nations. Présentés comme une étude de cas, les récits expérientiels des élèves de l’élémentaire et leurs enseignants offraient un espace, un moment et un lieu à l’initiation et à la discussion de processus de décolonisation dans les programmes d’études de l’élémentaire. Trois outils interprétatifs — la narration et la narration par réitération, l’élargissement et l’enfouissement — ont guidé les élèves et leurs enseignants alors qu’ils retissaient les liens entre l’enseignement et l’apprentissage et les récits, le contenu et les perspectives autochtones. Mots clés : narration et narration par itération, décolonisation, recherche basée sur les arts, curriculum créatif et curriculum de base, Commission de vérité et réconciliation
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Ponari, Marta, Courtenay Frazier Norbury, Armand Rotaru, Alessandro Lenci, and Gabriella Vigliocco. "Learning abstract words and concepts: insights from developmental language disorder." Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1752 (2018): 20170140. http://dx.doi.org/10.1098/rstb.2017.0140.
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Some explanations of abstract word learning suggest that these words are learnt primarily from the linguistic input, using statistical co-occurrences of words in language, whereas concrete words can also rely on non-linguistic, experiential information. According to this hypothesis, we expect that, if the learner is not able to fully exploit the information in the linguistic input, abstract words should be affected more than concrete ones. Embodied approaches instead argue that both abstract and concrete words can rely on experiential information and, therefore, there might not be any linguistic primacy. Here, we test the role of linguistic input in the development of abstract knowledge with children with developmental language disorder (DLD) and typically developing children aged 8–13. We show that DLD children, who by definition have impoverished language, do not show a disproportionate impairment for abstract words in lexical decision and definition tasks. These results indicate that linguistic information does not have a primary role in the learning of abstract concepts and words; rather, it would play a significant role in semantic development across all domains of knowledge. This article is part of the theme issue ‘Varieties of abstract concepts: development, use and representation in the brain’.
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Yatu, Lemun, Robin Bell, and Mark Loon. "Entrepreneurship education research in Nigeria: current foci and future research agendas." African Journal of Economic and Management Studies 9, no. 2 (2018): 165–77. http://dx.doi.org/10.1108/ajems-08-2016-0120.
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Purpose Entrepreneurship education plays a crucial role in the development of entrepreneurs and the enhancement of entrepreneurial activities in every economy. This paper presents the findings of a review of Nigerian entrepreneurship education literature published in 20 journals over a 16-year period. The purpose of this paper is to examine research contributions in the field of entrepreneurship education within the Nigerian context, with the aim of understanding the focus and the different research areas covered by researchers in this area, and to make suggestions that can guide scholars in their future research contributions. Design/methodology/approach Systematic literature reviews are recognized methods for conducting evidence-based research. The study adopted a systematic literature review approach, drawing from a computerized search of five selected databases, using predetermined key words by the researchers. Findings The main finding of this paper is that related concepts like skills, intention, drive and attitude have been used in expounding discussions on the outcome of entrepreneurship education, but very little has been written on entrepreneurial mindset, which other studies have suggested is a crucial point in the journey of an entrepreneur (Reed and Stoltz, 2011; Neneh, 2012). Furthermore, learning and teaching of entrepreneurship in the Nigerian higher education institutions seem to be more focused on creating awareness about entrepreneurship, as against the experiential approach that scholars have argued to be a prerequisite for developing the next generation of entrepreneurs (Bell, 2015). The study also found that over 80 percent of the reviewed articles are published in journals not ranked or indexed in the ABS journal rankings or the Scopus database. Research limitations/implications The paper is limited since it is based on a review of literature from a selected range of databases, covering a specific time span. This potentially excludes other studies outside this time span. Scholarship in this area and context will benefit greatly when researchers target, choose and engage the higher ranked and more impactful journals as the outlet for their research outputs. Practical implications At a time when efforts are being made to address socioeconomic issues like poverty and unemployment through mainstream training in entrepreneurship education, this paper provides a better understanding of the state of research in this context, by highlighting the potential gaps as to where research investigation is needed for better policy formulation and guiding future research. Originality/value There are limited studies that focus on the issue of entrepreneurial mindset in entrepreneurship education in Nigeria. Overall, this paper identifies an important gap in the literature that warrants future research.
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El Bedawy, Randa. "Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt." International Journal of Business and Management 12, no. 5 (2017): 159. http://dx.doi.org/10.5539/ijbm.v12n5p159.
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Higher education plays a crucial role for developing responsible citizens and accordingly a key priority for educators should be how to prepare their students for contributing to society development. Traditional teaching methods have been insufficient to realize these aims and experiential learning has been recommended for supporting learning effectiveness in higher education as experiential learning plays a crucial role to complement the required capabilities. In business education,experiential learning has focused on the simulation of real world business practices. As experiential learning is a relatively new educational practical approach in Egypt, this study sheds the light on the rational process of experiential learning as well as the study aims to evaluate the benefits and obstacles that educators may face when implementing an experiential approach. The case study presents an experiential learning model based on a business simulation, reflecting its effectiveness to develop students’ learning process and learning outcome. Using qualitative analysis, the study investigates the responses of diverse undergraduate student teams to a business simulation as a new experiential learning approach. The study recommends that experiential learning approach has proven useful for supporting the business students’ effective learning.