Experiential Learning: The Classroom as a Setting for Educational Innovation
DOI:
https://doi.org/10.56200/mried.v4i1.11295Keywords:
experiential learning, educational innovation, active methodology, pedagogical reflection, meaningful teachingAbstract
In contemporary educational contexts, pedagogical innovation requires transforming the classroom into a dynamic space where students construct knowledge through experience. Experiential learning emerges as a strategy that integrates action, reflection, and transfer, promoting meaningful and contextualized formative processes. The objective of this study was to analyze the impact of experiential learning on educational innovation, considering its influence on motivation, participation, and the development of transversal competencies. The research followed a mixed-methods approach with a descriptive design, applying surveys to 80 teachers and conducting interviews with 20 of them in both urban and rural educational institutions. The results show that experiential practices strengthen autonomy, collaboration, and creativity while connecting theory with practice through real and reflective projects. Additionally, limitations were identified, such as resistance to methodological change and lack of institutional support. It is concluded that experiential learning transforms the classroom into a setting for educational innovation, where knowledge is built through experience, inquiry, and the student’s transformative action.
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Copyright (c) 2025 Carmen Jeanneth Posso Pacheco, Erika Elvia Posso Pacheco, Jonathan Jaime Salazar Ayala, Oscar Marcelo Arévalo Espinoza
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