Experiential Learning Theory Research Articles

Redefining experiential learning: AI-Driven Virtual Reality (VR) Role Playing Games (RPGs) for personalized learning in Education

The purpose of this article is to explore an innovative teaching approach through the integration of Artificial Intelligence (AI) with Virtual Reality (VR) Role Playing Games (RPGs) to promote personalized learning, elevating experiential learning to a higher level. Based on the Experiential Learning Theory (ELT) and by leveraging AI’s capabilities alongside VR’s immersive environments in a gamified setting (RPGs), this approach will address the gaps in the traditional teaching methods. Moreover, this article examines the role of AI, VR-RPGs in Education separately and what are the benefits of combining the aforementioned technologies and gaming based setting respectively, creating a different perspective of teaching and learning. Through a comprehensive analysis, this article highlights the transformative potential of integrating AI, VR, and RPGs to redefine the educational landscape and the four-stage of Kolb’s experiential learning theory.

Investigating the learning value of early clinical exposure among undergraduate medical students in Dubai: a convergent mixed methods study

IntroductionThe benefits of Early Clinical Exposure (ECE) in medical education are often stated but there is limited evidence on how to effectively maximize its learning value. The challenge for medical educators lies in finding ways to enhance the quality of ECE in alignment with students’ feedback, while realizing the learning outcomes. The purpose of this study is to investigate undergraduate medical students’ perception of an innovative ECE intervention in Dubai, United Arab Emirates, developed using design-based research in alignment with adult, experiential learning theories.MethodsA convergent mixed methods study design was utilized. The data was collected using a tailormade survey to solicit both quantitative and qualitative feedback. Quantitative data was analyzed using SPSS. Qualitative data analysis was inductive based on constructivist epistemology. Following the conclusion of the independent data analyses of the quantitative and qualitative datasets, the primary inferences were integrated using the iterative joint display analysis process.ResultsOut of the 68 students who attended the ECE, 54 responded. The percentage of the total extent of agreement that the ECE: familiarized them with learning in the clinical environment and brought forth the institutional values were 79.60% and 86.43%, respectively. The extent of active engagement and self-directed learning, with a mean of 6.80(2.42), was significantly associated with how much the learners reaped from the learning experience (P < 0.05). A novel conceptual model, namely: ‘Early Clinical Exposure Added Value’, with five interconnected themes, was developed from the qualitative analysis. Integration of findings led to six meta-inferences: Embeddedness in context of learning, System perspective, Patient-centricity, Theory–practice link, Resilience, and Proactiveness.ConclusionThe more medical students engage in their learning, the more ECE contributes to building their academic resilience, and propels them in terms of clinical correlations, skills’ development, and values reinforcement. Securing engagement opportunities for the learners, when designing and planning for the ECE, is essential. Optimizing the ECE learning value can happen systematically through continuously developing the respective intervention in alignment with the principles of design-based research and anchoring it in constructivism experiential learning theories.

Bridging Academia and Industry: A Strategic Approach to Training in the Classroom

Integrating guest speakers into higher education classrooms poses challenges in aligning their presentations with students’ and faculty’s academic goals and expectations. Drawing on experiential learning theory, this study used feedback from a semester of speakers to propose a framework for effectively coaching both speakers and students to enhance learning outcomes. The framework enhances learning by guiding speakers to focus on training students through compelling presentations that align with course objectives while also promoting interactive student engagement to strengthen comprehension and skills. Findings after implementing the framework from this study highlight the critical role of strategic preparation in maximizing the effectiveness of classroom training sessions. This framework strengthens career readiness by cultivating professionalism, communication skills, and essential workplace competencies.

University faculty perceptions of training transfer and professional growth: a qualitative study

University faculty recognize training transfer as significant for professional development, enhancing skills/knowledge, building confidence, fostering career growth, promoting collaboration, and benefiting institutions. This qualitative study, grounded in constructivist learning theory, experiential learning theory, and situated learning theory, explores faculty perceptions of research methods training transfer in their context. Conducted at Kathmandu University School of Education, Lalitpur, Nepal, in March 2024, the study utilized semi-structured interviews across three phases (initial, follow-up, and final) with five purposefully selected faculty members (three male and two female) participating in professional development programs. Thematic analysis identified four key themes as barriers: (1) training initiatives lacking systematic needs assessments, (2) an overreliance on lecture-based delivery with minimal hands-on application, (3) contextual challenges in skill implementation due to time constraints and resource limitations, and (4) the absence of institutional follow-up mechanisms to evaluate training impact or address emerging needs. Findings underline a disconnect between faculty expectations and institutional training frameworks in research methodology training. However, professional development programs are essential for adapting to academic demands. So, the study highlights the need for context-sensitive, differentiated training approaches that directly align with faculty expertise levels and workplace realities. Recommendations include implementing participatory needs assessments, adopting active learning pedagogies (e.g., peer collaboration, real-world data workshops), securing institutional resources for sustained practice, and establishing structured post-training evaluations. This study contributes to the global discourse on faculty development by emphasizing the collaboration between situated learning environments, organizational support systems, and individual agencies in bridging the gap between training participation and pedagogical transformation.

Integrating Teaching Factory Method in ESP Maritime English: Cadets' Perceptions and Implications For Maritime Training

Background: The Teaching Factory (TEFA) method has emerged as a practical approach in ESP Maritime English, particularly in enhancing cadets’ participation in simulated maritime scenarios such as loading and unloading communication, onboard communication checking, and goods tracking via phone. Grounded in experiential learning theory, TEFA bridges the gap between theoretical knowledge and real-world application, preparing cadets for industry demands.Methodology: This study used qualitative case study approach to explore seventh-year maritime cadets’ perceptions of the TEFA method. The subjects were seventh semester maritime cadets from maritime academy. Data collection involved classroom observations and semi-structured interviews, focusing on the cadets’ engagement, confidence, and learning outcomes.Findings: The results showed that 65% of cadets agreed that TEFA made learning Maritime English easier, while 60% found the method enjoyable and engaging. Additionally, 55% of cadets reported reduced anxiety, attributing their increased confidence to the hands-on learning experience provided by TEFA simulations. However, 15% of cadets remained neutral, expressing the need for more structured guidance and additional practice to adapt to the interactive learning approach fully.Conclusion: This study concludes that TEFA effectively bridges the gap between theoretical knowledge and practical maritime communication, making learning more industry relevant. Future research should examine blended learning methods, digital feedback systems, and long-term evaluations to strengthen TEFA’s role in improving cadets’ communication skills and preparedness for maritime operations. Integrating online and practical training can enhance learning flexibility while reinforcing real-world application through virtual simulations. Digital feedback tools can help cadets refining pronunciation and fluency by providing immediate assessments and personalized guidance.Originality: This study addresses a gap in understanding how TEFA influences cadets’ perceptions and learning outcomes in ESP Maritime English, particularly in simulated maritime scenarios. It provides insights into the method’s effectiveness and areas for improvement, offering a foundation for future innovations in maritime education.

Teaching Experiences in Kampus Mengajar Batch 6

This studywas conducted to explore and understand the experiences of students in joining and undergoing the Kampus Mengajar program at schools in South Kalimantan Province and their experience in teaching English during their participation on that program. This research employed a qualitative approach in case study method with twelve participants who were university students in South Kalimantan Province who took part in Kampus Mengajar Batch 6 Program. The main source of data was an online open-ended questionnaire within thirty-one questions and documentation in form of pictures from participants as evidence that related to the research information. The data were analysed by using the thematic analysis, using two theories; the Experiential Learning Theory and Adult Learning Theory. The finding show that the program involved three preparatory stages, including registration, selection, and pre-assignment processes, before students were deployed to schools. Participants conducted school surveys to assess the condition of facilities, teacher quality, and student comprehension. While most participants did not encounter major challenges, those who did were able to develop both hard and soft skills. Regardless of their academic backgrounds, the participants displayed strong enthusiasm for teaching English and used creative methods to enhance student engagement. The program enabled them to apply their academic knowledge in real teaching environments, contributing over three hours of instruction per week. The data revealed that most of the respondents identified the substantial positive effects of Kampus Mengajar Batch 6, particularly in stimulating change in students' literacy and numeracy skills. Meanwhile, the program encouraged substantial contributions to the Indonesian education system, with the respondents asserting transformative influences on their professional development as well as on the institutional capacity of partner schools.

Knowledge creation in manufacturing firms: a multi-theoretical perspective

Purpose This paper aims to provide theoretical explanation to a story of a manufacturing firm in Uganda that produced new knowledge which enhanced its performance. Precisely, the paper suggests multiple theories that explain knowledge creation in that firm. Design/methodology/approach This study adopted a qualitative approach. Based on a series of in-depth interviews, a story was developed providing practical experiences based on the themes of context, actions, results and lessons. Findings Findings reveal that interactional processes, learning, diverse knowledge sources make firms build dynamic capability and create new knowledge. Also, a combination of theories including organizational knowledge creation theory, experiential learning theory and the complexity theory help to explicate knowledge creation in manufacturing firms. Originality/value This paper constitutes one of the earliest works that use a positive story showing practical experiences to delineate firm level conditions and practices for new knowledge creation. Further, contrary to prior studies, multiple theoretical lenses have been used to explain the conditions and practices in the story which may be peculiar in this study context.

A Fuzzy-Neural Model for Personalized Learning Recommendations Grounded in Experiential Learning Theory

Personalized learning is a defining characteristic of current education, with flexible and adaptable experiences that respond to individual learners’ requirements and approaches to learning. Traditional implementations of educational theories—such as Kolb’s Experiential Learning Theory—often follow rule-based approaches, offering predefined structures but lacking adaptability to dynamically changing learner behavior. In contrast, AI-based approaches such as artificial neural networks (ANNs) have high adaptability but lack interpretability. In this work, a new model, a fuzzy-ANN model, is developed that combines fuzzy logic with ANNs to make recommendations for activities in the learning process, overcoming current model weaknesses. In the first stage, fuzzy logic is used to map Kolb’s dimensions of learning style onto continuous membership values, providing a flexible and easier-to-interpret representation of learners’ preferred approaches to learning. These fuzzy weights are then processed in an ANN, enabling refinement and improvement in learning recommendations through analysis of patterns and adaptable learning. To make recommendations adapt and develop over time, a Weighted Sum Model (WSM) is used, combining learner activity trends and real-time feedback in dynamically updating proposed activity recommendations. Experimental evaluation in an educational environment shows that the model effectively generates personalized and changing experiences for learners, in harmony with learners’ requirements and activity trends.

Integrating Vedic principles into architectural education: a systematic literature review

Abstract This systematic literature review (SLR) delves deep into the body of knowledge in Architectural Education where Vedic principles have been used in the context of popular learning theories. The purpose here is to elicit information about the theories of learning and identify the most prominent theories so that the nature of research undertaken so far can be classified based on the contribution of the theories, research focus, and research type. Further, after screening the literature, data extraction and synthesis is carried out leading to the identification of research gaps. Additionally, the factors that emerge through the selected literature have been grouped with their associated variables to provide a future direction for researchers to develop a framework for seamlessly integrating Vedic Architecture (VA) principles and practices into the architectural curriculum. The research methodology utilized in this study adopts an SLR approach characterized by deductive reasoning based on evidence. This deliberate choice aims to ensure a transparent and logical process, minimizing bias through extensive literature searches. The objective is to reach well-founded decisions, procedures, and conclusions that address the specific research questions posed. This review identified that there were four prominent theories used in the context of Architectural education using VA. Experiential Learning Theory (ELT) leads with 31% of the total 97 papers followed by Constructivist Learning Theory (CLT) (26%), Cultural-Historical Activity Theory (CAT) (24%), and Transformative Learning Theory (TLT) with 19 papers (19%). In research focus based classification, model development-based papers (55.7%) dominated the literature. In the classification of research type there were a higher number of papers on empirical research (36.1%). Six key research gaps have been identified that future researchers can attempt to address or fill. Finally, six major factors have been derived from the papers reviewed in this SLR, which could form the foundation for the development of a VA-based educational model. The SLR will assist practitioners and researchers in determining the key factors which need to be considered while developing a holistic model of VA based curriculum in architectural education. The limitation could be the focus laid on only four theories which dominated the contemporary research literature ignoring the other theories. The research is an original contribution to the knowledge base considering the literature from the past 25 years, the period during which the research in VA in architectural education has been active globally. The value addition is in terms of the identification of the underpinning theories to be considered in the development of a holistic model.

Sensory reflections: towards the development of cooking literacy in Swedish Home Economics

ABSTRACT In Swedish Home Economics (HE), some students struggle to understand and apply instructions in their cooking. Based on Dewey’s theory of experiential learning, the aim of this study was to explore the conditions for developing cooking literacy in Swedish HE, focusing on teachers’ and students’ use of instructions and sensory reflections. Observations were conducted in 19 student groups across four schools. Five teachers and 57 students were recorded with Dictaphones. An additional 35 students were observed. Reflexive thematic analysis yielded five themes: (1) Shifting emphasis on different sources of instruction, (2) Vague instructions required ability to make sensory-reflective decisions, (3) Shifting emphasis on different types of sensory reflection, (4) Sporadic connection between sensory reflections and the cooking process, and (5) Need for quick problem-solving favoured instructions over reflection. To increase opportunities for experiential learning, I suggest using systematic and continuous sensory reflections based on repetition, variation, and comparison.

Improving Communication Skills of Residents Using Family Meeting Simulation Exercises.

Effective communication skills are important to deliver serious news. Applying Kolb's experiential learning theory, we evaluated the impact of a mini-lecture and simulation-based curriculum to improve communication skills and confidence of residents delivering bad news during a Medical Intensive Care Unit (MICU) rotation. We performed an educational intervention for 26 internal medicine residents on their MICU rotation. Each resident first underwent a Mini-Clinical Evaluation Exercise (Mini-CEX) family meeting simulation with untrained actors, where they were observed and evaluated by two MICU attendings using a standardized modified SPIKES protocol evaluation tool. One week later, a 30-min PowerPoint interactive lecture on the SPIKES protocol was presented by a Chief Medical Resident. A post-didactic Mini-CEX was held 1 week after the lecture. Residents also completed a brief survey before and after the intervention to assess their level of comfort in conducting an effective family meeting. Residents were more comfortable facilitating an end-of-life family meeting after the intervention (p < 0.001). Mini-CEX scores improved on all 20 SPIKES items (all p < 0.001), and there was a significant improvement in Mini-CEX sum scores (premean = 24.7 vs. postmean = 46.1, p < 0.001). Both International Medical Graduates (IMG) and US Medical Graduates (USMG) had significantly improved scores in each component of SPIKES. We demonstrated that the experience of a simulated family meeting followed by a 30-min didactic on the SPIKES protocol and a post-didactic family meeting improved the skills and confidence of residents in leading family meeting discussions.

VFC Competence Framework as a Human Resources Development Framework: A Qualitative Study of Competency-Based Teaching and Learning Theories

Understanding and nurturing the requisite competencies for success have emerged as essential due to rapidly changing professional landscapes. If the future of the workspace is to stay relevant, this research has developed a detailed Competency Framework to document such knowledge types. The framework is built on three such dimensions: Functional Expertise, which covers role and domain specific, digital and interdisciplinary competencies; Cognitive Psychology, embracing critical thinking and emotional resilience, as well as interpersonal effectiveness; and Visionary Management, focusing on leadership and management as well as strategic innovation. This is based on well-established theories, such as Kolb's Experiential Learning Theory, Bandura's Social Learning Theory, Seligman's PERMA Model etc.This approach uniquely integrates systematic reviews, qualitative meta-analysis, and real-world observations to forge a framework that connects academic findings with industry realities. The study additionally has implications for future research including empirical verification and cultural adaptation of the framework. This framework includes characteristics for organizations and educators to develop resilient, emotionally intelligent, agile professionals who can excel in and with a wide range of environments.

Project-Based Learning and The Development of Entrepreneurial Skills in Higher Education: An Integrative Approach

Entrepreneurship plays a crucial role in driving innovation, enhancing economic resilience, and generating job opportunities. As such, integrating entrepreneurial concepts into higher education institutions (HEIs) is vital for effectively addressing the complexities of the contemporary labor market. This integrative review examines the intersection of Project-Based Learning (PBL) and entrepreneurship education, with an emphasis on how PBL methodologies can enhance entrepreneurial competencies. PBL is characterized by a student-centered approach that promotes experiential learning, collaboration, and real-world problem-solving, thereby fostering essential entrepreneurial skills such as creativity, innovation, leadership, and resilience. The review highlights the alignment between PBL and the objectives of entrepreneurship education, particularly in equipping students with the necessary competencies for economic and professional success. The study references theoretical frameworks such as Kolb’s Experiential Learning Theory and practical applications, including entrepreneurial hubs and incubators within HEIs, exemplified by the Innobiz DUT Centre for Entrepreneurship and Innovation. These initiatives illustrate how PBL can effectively bridge the gap between theoretical knowledge and practical application. The findings indicate that PBL not only enhances entrepreneurial skills but also nurtures an entrepreneurial mindset, empowering students to tackle complex challenges and pursue innovative solutions. The review addresses challenges associated with the adoption of PBL, such as resource constraints, faculty training requirements, and the assessment of entrepreneurial competencies, while proposing potential strategies to overcome these obstacles. Additionally, it underscores the necessity of context-specific approaches in regions facing high youth unemployment, such as Sub-Saharan Africa, where PBL can effectively confront educational and socio-economic challenges. Future research should focus on longitudinal studies examining the long-term impacts of PBL, the role of technology in facilitating PBL, and strategies to promote equity and inclusion in entrepreneurship education. This review contributes to the growing body of knowledge on entrepreneurship education, underscoring the transformative potential of PBL in preparing students for the complexities of modern economies and advancing global efforts to address socio-economic challenges through innovative educational practices.

Impacts of Event-Based Learning on Interpreting Learners: A Case Study from Vietnam

This study examines the pedagogical value of Event-Based Learning (EBL) in interpreter training, focusing on its impact on interpreting learners. Grounded in experiential and situated learning theories, it explores how structured communicative events such as mock conferences, talk shows, and company visits enhance interpreting competence. Twenty undergraduate students joined a four-week EBL program, taking roles as both event organizers and interpreters. A mixed-methods approach combined survey data, student reflections, and interviews with professional interpreters to ensure depth and triangulation. Findings show EBL significantly supports key interpreting skills, particularly listening comprehension (M = 3.40) and message processing (M = 3.35). Students reported greater fluency and engagement in realistic scenarios. However, limited improvement was seen in stress management, concentration, and self-monitoring, suggesting a need for more support in affective and metacognitive areas. Technology-enhanced activities aided preparation but offered minimal benefit during live interpretation. Professional interpreters validated these outcomes, stressing that EBL reflects real-world challenges and builds practical skills. However, they emphasized the need for guided reflection, emotional regulation, and adaptive decision-making, areas not fully developed through experiential learning alone. The study affirms EBL’s cognitive benefits while advocating for a more holistic, tech-integrated training approach.

&lt;span style="text-align:justify;"&gt;&lt;strong&gt;Teaching exponential function properties: Practical and experiential activities on smartphone&lt;/strong&gt;&lt;/span&gt;

This study mainly forms knowledge about Properties of Exponential Functions content for 11th-grade students through practical and experiential activities based on David Kolb's Experiential Learning Theory using smartphones. The research focuses on the perspectives of teaching these properties through practical and experiential activities in Mathematics. The content of the learning situation revolves around having students practice on smartphones through GeoGebra embedded on the Google Sites website and answer a set of questions, thereby forming the target knowledge for students. The study emphasizes the effectiveness of teaching Math through practical and experiential activities in information technology environment, specifically mobile phones. This approach is consistent with modern educational trends, aiming to make mathematics more applicable, attractive, and effective.

Enhancing sustainability education in higher education through simulation-based learning: integrating sustainable development goals

Purpose This study aims to explore the application of simulation-based learning (SBL) to enhance sustainability education in higher education. It integrates experiential learning principles and the sustainable development goals (SDGs) to prepare students as leaders capable of addressing sustainability challenges. The objective is to design and describe an educational tool that provides a practical approach to understanding and applying sustainable development concepts. Design/methodology/approach The research uses a design-based research methodology to develop and refine an SBL tool. This iterative process combines theoretical structuring with feedback cycles from educators and doctoral students. The simulation replicates real-world sustainability challenges, facilitating decision-making in environmental management, economic planning and policy development. Findings The SBL tool bridges the gap between theoretical and practical learning by engaging students in dynamic decision-making processes. Its low cost and adaptability make it accessible to institutions with limited resources, while supporting interdisciplinary teaching strategies and the integration of SDGs into education. Aligned with Kolb’s experiential learning theory, the simulator enhances understanding of sustainability complexities and fosters critical thinking and problem-solving skills. These features position the tool as a scalable solution for promoting equitable sustainability education. Originality/value This study provides an innovative contribution by uniquely combining experiential learning with simulation methodologies to address critical gaps in sustainability education. By immersing students in realistic scenarios where decisions directly influence environmental, economic and social dimensions, the proposed SBL tool equips future leaders with essential skills for addressing global challenges.

Debate Centered Civics Education: Using AI to Teach Future Ready Skills and Better Prepare Students for College, Careers, and Civic Life

Debate-centered civics education is a powerful pedagogical approach that fosters future-ready skills such as critical thinking, communication, and problem-solving. In an era where artificial intelligence (AI) is reshaping education, integrating AI-driven tools into debate instruction has the potential to enhance student learning and engagement. This study explores the role of debate-centered civics education in preparing students for college, careers, and informed civic participation by utilizing AI to refine argumentation and analytical reasoning skills. The study is grounded in experiential learning theory (Dewey, 1938), social constructivism (Vygotsky, 1978), Bloom’s taxonomy (1956), deliberative democratic theory (Hogan et al., 2017), and connectivism (Siemens, 2005), all of which emphasize active learning and critical discourse as essential to intellectual and civic development. Through a case study methodology, this research examines how AI-enhanced debate programs impact student performance, civic engagement, and digital literacy. Data will be collected through classroom observations, AI-driven feedback analysis, and interviews with educators and students. Findings from this study will contribute to educational practice by providing insights into how debate-centered instruction can be optimized with AI tools to improve student argumentation and engagement. The results will also inform policy recommendations for integrating debate-based civics education into K-12 curricula to equip students with the skills necessary to navigate an increasingly digital and complex democratic landscape.

Supporting Integrated Stroke Care Transitions: An Interprofessional Learning Simulation

Introduction: Older adults living with stroke and other comorbidities often experience care transitions across multiple health sectors. Multiple transitions jeopardize safe patient care. Managing stroke in addition to other comorbidities requires the expertise of multiple health and social care providers. Implementing best practices for integrated stroke care is critical to ensuring patients receive quality care to support full community reintegration. Interprofessional stroke-specific teams are required to deliver the specialized care required. Our team has developed a unique simulation that focuses on enhancing competencies for interprofessional integrated stroke care to support care quality and patient safety. Description: Guided by the INACSL Standards of Best Practice for simulation development,researchers and expert stroke clinicians co-designed the simulation scenario. Learning objectives were informed by experiential and reflective learning theories, and theCanadian Patient Safety Institute (CPSI) Safety Competencies. Multiple types of fidelity (e.g., physical environment, conceptual, psychological) were incorporated tocreate a realistic case scenario representing current best practices for stroke and care transitions. The simulation is intentionally focused on managing an older stroke survivor’s complex trajectory through two formal integrated care transitions from hospital to home in the community. The simulation incorporates concepts related to current system-level changes andexisting integrated models of stroke care in Ontario, Canada. Integrated care models are people-centered approaches to address fragmented care systems to improve quality of care, through the coordination of people’s care needs across services, providers, and settings. The simulation promotes active learning, problem-solving, and critical thinking skills. The content incorporates Canadian Best Practices for Stroke Care, CPSI Safety Competencies for Health Professionals, the International Foundation of Integrated Care Pillars, and the Model for Improvement quality framework. Discussion: This novel open-access simulation consists of two video-recorded scenes featuring an interprofessional integrated approach to stroke care across two care transitions from 1) acute care to a rehabilitation hospital, and 2) a rehabilitation hospital back to the patient’s home in the community. The simulation profiles the specific knowledge and skills of the interprofessional team members’ roles for stroke care. Further, the simulation intentionally highlights how the patient is actively engaged as a member of the interprofessional integrated stroke team. The video simulation provides an opportunity for use in the context of undergraduate/graduate courses with further uptake that can be considered in practice contexts such as stroke rehabilitation programs to enhance safe, quality integrated care transitions. Results from the in-class evaluation of the video simulation focusing on the student experiences of the debrief discussion will be presented. Next steps: We aim to engage clinicians in additional practice partner agencies from the hospital and community sector to support workforce capacity for integrated stroke care.

Developing postgraduate students’ competencies in generative artificial intelligence for ethical integration into academic practices: a participatory action research

ABSTRACT Generative artificial intelligence (GenAI) has been integrated into everyday life, including education. Educational institutions cannot prevent their members from using this technology; however, they can develop awareness and competencies to apply GenAI ethically. This study aims to develop postgraduate students’ competencies in GenAI so that they can integrate it ethically into their academic practices. Employing a qualitative participatory action research (PAR) approach and drawing on Kolb’s Experiential Learning Theory (ELT), data were collected through focus groups, interviews, observations, student-generated materials, Telegram communications, and symposium data. Thematic analysis revealed that students developed several competencies that can be categorised into four key themes: technical and AI literacy, ethical and legal, critical thinking and analytical, and lifelong learning and interpersonal. The findings also showed how the PAR approach developed the students’ GenAI competencies. The discussion emphasises the importance of developing these competencies. Finally, implications and recommendations are provided to inform future higher education practices and research.

CONTEXTUAL TEACHING AND LEARNING (CTL) IN OFFLINE SETTINGS: ENHANCING BUSINESS ENGLISH FLUENCY FOR WOMEN ENTREPRENEURS THROUGH REAL-WORLD SCENARIOS

This study investigated the effectiveness of Contextual Teaching and Learning (CTL) in enhancing business English fluency among 30 Women micro-entrepreneurs in Makassar, Indonesia, through offline simulations of real-world business scenarios. A mixed-methods approach was employed, combining pre/post-tests (modified IELTS Speaking Test) with qualitative data from interviews and observations to assess improvements in linguistic proficiency and confidence. Participants engaged in eight sessions of CTL-based activities, including negotiation role-plays, product presentations, case studies, and collaborative proposal writing, aligned with Kolb’s Experiential Learning Theory and ESP principles. Quantitative results revealed significant gains: mean IBECT scores increased from 5.2 to 7.0 (Cohen’s d = 1.46, large effect), while self-reported confidence rose by 35% (p &lt; 0.05). Qualitative insights highlighted enhanced critical thinking and strategic negotiation skills through simulations (e.g., adapting to non-verbal cues, tactical decision-making) and vocabulary expansion via peer collaboration. However, time constraints in role-plays were noted as a challenge, albeit fostering adaptability under pressure. Despite limitations such as a small sample and short intervention period, the findings underscored CTL’s potential to bridge theoretical knowledge and practical application, offering actionable strategies for inclusive, context-specific training programs. The study recommended flexible practices—like dual-role-play formats—to balance realism and pedagogical depth, ultimately empowering women entrepreneurs in global business contexts.