Abstract
Experiential and situated learning constitute two of the most influential paradigms reshaping modern
educational thought. Rooted in constructivist philosophy and the belief that knowledge is generated
through interaction between the learner and the environment, these frameworks challenge transmissionbased
models that separate theory from practice. The present study explores how experiential and
situated learning redefine pedagogy in higher education by fostering authentic engagement, critical
reflection, and contextual understanding. Drawing upon Dewey’s pragmatism, Kolb’s experiential
learning cycle, and Lave and Wenger’s theory of situated cognition, this research situates learning as a
social, embodied, and culturally mediated process. A mixed-methods investigation across multiple
universities examined how project-based learning, internships, simulations, and community
partnerships affect cognitive outcomes, motivation, and professional identity. Quantitative analyses
revealed statistically significant gains in self-efficacy and deep learning among students exposed to
experiential tasks, while qualitative narratives highlighted increased autonomy, collaboration, and
reflective capacity. The paper concludes that experiential and situated approaches represent not merely
pedagogical techniques but epistemological transformations that integrate doing, thinking, and being.
They demand institutional realignment—curricular flexibility, assessment reform, and faculty
development—to realise their full potential in an era of complex global challenges.
educational thought. Rooted in constructivist philosophy and the belief that knowledge is generated
through interaction between the learner and the environment, these frameworks challenge transmissionbased
models that separate theory from practice. The present study explores how experiential and
situated learning redefine pedagogy in higher education by fostering authentic engagement, critical
reflection, and contextual understanding. Drawing upon Dewey’s pragmatism, Kolb’s experiential
learning cycle, and Lave and Wenger’s theory of situated cognition, this research situates learning as a
social, embodied, and culturally mediated process. A mixed-methods investigation across multiple
universities examined how project-based learning, internships, simulations, and community
partnerships affect cognitive outcomes, motivation, and professional identity. Quantitative analyses
revealed statistically significant gains in self-efficacy and deep learning among students exposed to
experiential tasks, while qualitative narratives highlighted increased autonomy, collaboration, and
reflective capacity. The paper concludes that experiential and situated approaches represent not merely
pedagogical techniques but epistemological transformations that integrate doing, thinking, and being.
They demand institutional realignment—curricular flexibility, assessment reform, and faculty
development—to realise their full potential in an era of complex global challenges.