Implementing Experiential Learning in University Settings: Preconditions and Challenges

• Published in: Högre utbildning Vol. 15; no. 1; p. 34
• Main Authors: Andersson, Pia, Försund, Tone, Söderqvist, Helén
• Format: Journal Article
• Language: English
• Published: 2025
• Subjects: drama pedagogy; experiential learning; Pedagogik; Pedagogy; workshops
• ISSN: 2000-7558; 2000-7558
• DOI: 10.23865/hu.v15.6512

Experiential learning pedagogy, including simulations, role-playing, and practical exercises, has long been a part of many academic programs. Despite this, there remains a lack of knowledge about how this form of learning can be effectively integrated into academic environments. The purpose of this reflective text is to highlight an example of good practice in experiential learning pedagogy and to inspire a mapping of the conditions necessary for integrating this approach into other academic settings. The text explores an institutional environment at the University of Gothenburg, where experiential learning pedagogy—specifically drama pedagogy—has been successfully integrated and developed. We discuss the factors that have enabled this development and reflect on how experiential learning pedagogy can complement traditional teaching methods. Additionally, we examine how the working conditions, pedagogical strategies, and course development of a teaching team have been shaped by this specific institutional context.