Experiential learning has an important role to play in education; the typologies of experiential learning for civic education was employed to examine two case studies. One case study involves a teacher guiding Hong Kong students in experiential learning, which took place at a national level in mainland China. His approaches aligned with justice oriented and charity oriented. The second case study concerns a teacher who personally undertook experiential learning at a global level in Africa. Her approaches aligned with these typologies of experiential learning (personal development and justice oriented). Their journeys illustrated that different types of experiential learning have various influences on the perceived civic learning outcomes of learners. We suggest adding facilitating and hindering factors into the typologies of experiential learning, which would provide a more comprehensive conceptual framework to guide educators and researchers in organizing and conducting experiential learning activities and studies. Copyright © 2022 Intellect Ltd Article.
CitationWong, K. L., Chong, E. K.-M., Leung, W. T., & Leung, Y. W. (2022). Experiential learning for civic education: Typologies and learning outcomes. Citizenship Teaching & Learning, 17(2), 183-202. doi: 10.1386/ctl_00090_1
- Acquisition of soft and practical skills
- Civic education
- Education through experience
- Experiential learning
- Hindering and facilitating factors
- Teacher’s role