EXPERIENTIAL LEARNING: LEARNING THROUGH EXPERIENCE TO BUILD KNOWLEDGE

Abstract

In the modern era, experiential learning obtained widespread recognition as a transformative pedagogical approach that promotes active involvement, critical reflection, and the meaningful structure of knowledge through experience. Among the protruding theoretical frameworks in this field, Kolb’s Experiential Learning Theory (ELT) and Learning Cycle primarily has an impact on contemporary educational vision and practice by modification of teacher-centered instruction into pupil-centered environments. This article presents a picture of comprehensive sight of the theoretical frameworks of experiential learning, with precise emphasis on Kolb's experiential learning model and its implications for educational practice. It critically examines the implementation of the experiential learning cycle across diverse learning contexts, highlighting its potential to enhance cognitive, affective, and professional competencies through reflective and experiential processes. Furthermore, the article discusses the pedagogical benefits, practical challenges, and key considerations associated with the application of Kolb's model, while outlining evidence-informed strategies for its effective integration into teaching and learning. By synthesizing theoretical perspectives and practical insights, this article contributes to a deeper understanding of experiential learning as a robust framework for promoting meaningful, lifelong, and transformative learning in contemporary education.