Experiential Learning and the Optimization of Professional Training in Contexts of Formative Diversity
DOI:
https://doi.org/10.56200/mried.v4i1.11202Keywords:
experiential learning, adult education, professional training, formative diversity, andragogyAbstract
The research was carried out in response to the limited incorporation of experiential learning in adult training, which led to low relevance, little motivation, and limited transfer to diverse work contexts. The objective was to apply experiential learning to optimize professional training in contexts of formative diversity at the Centro Pedagógico TCENSA CERTIFICACIÓN Y CAPACITACIÓN for adult education in the Milagro canton. A pre-experimental design with a single-group pretest–posttest was implemented, using a Likert survey and an observation form validated by experts, applied to an intentional sample of twenty enrolled adult students. The findings showed consistent improvements in the pedagogical, communicative, and reflective dimensions, with a decrease in negative perceptions and an increase in positive assessments, demonstrating that experiential learning enhanced the relevance and effectiveness of professional training. It was concluded that experiential learning strengthened adult training in diverse contexts, provided evidence of its andragogical usefulness, and offered a replicable methodological reference for future research and training programs.
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Copyright (c) 2025 Joel Ricardo Morocho Briones, Ana María Yugcha Quintana , Rosa Elena Ordóñez Vivero , Alejandro Reigosa Lara
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