Experiential Learning from the Perspective of Higher Education Students: A Qualitative Systematic Review
Keywords:
Experiential learning, higher education, student experience, qualitative systematic review, active learningAbstract
This study aimed to synthesize and interpret higher education students’ lived experiences of experiential learning through a qualitative systematic review. A qualitative systematic review design was employed, with data collected exclusively through a review of the scholarly literature. Sixteen qualitative and mixed-methods studies with a clear qualitative component focusing on students’ perspectives in higher education were selected based on predefined inclusion and exclusion criteria. Data were analyzed using inductive qualitative content analysis with NVivo software (version 14), and study selection and analysis continued until theoretical saturation was achieved. The findings indicate that experiential learning is perceived by students as a meaning-making, interactive, and context-dependent process grounded in the integration of theory and practice, active engagement, reflection, and educational interactions. Experiential learning contributes to deeper learning, higher intrinsic motivation, professional competence development, and soft skills enhancement, while challenges such as resource constraints, assessment pressure, and unequal access were also identified. When thoughtfully designed, institutionally supported, and aligned with assessment practices, experiential learning can foster sustainable and applicable learning in higher education, with students’ lived experiences serving as a critical foundation for its effectiveness.
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