Teachers’ Knowledge and Awareness Levels on Experiential Learning and Their Implementation Experiences A Qualitative Study

This study explores the role of experiential learning in education, focusing on its potential to enhance students’ problem-solving abilities, adaptability, and 21st-century skills such as teamwork, communication, and leadership. Grounded in Kolb’s Experiential Learning Theory, which frames learning as a cyclical process involving concrete experience, reflective observation, abstract conceptualization, and active experimentation, the research highlights the growing significance of aligning teaching methods with individual learning styles. Despite its proven effectiveness across disciplines, the study identifies a gap in understanding the challenges faced by teachers implementing experiential learning, particularly in how they develop awareness and overcome obstacles. Using a qualitative, phenomenological approach, data will be collected through interviews with 10 high school teachers and analyzed thematically. The study aims to uncover the barriers to implementing experiential learning and provide recommendations for future research.