Experiential Learning as a Catalyst for Pedagogical Innovation: Perspectives of B.Ed Humanities Students at a South African University

Abstract

This study explores how experiential learning, through a field excursion, serves as a catalyst for pedagogical innovation among B.Ed Humanities students at a South African university. The research is based on the belief that meaningful learning occurs when theoretical knowledge is connected to real-world contexts. The study aimed to investigate the perspectives of third-year B.Ed Humanities students on how a Geography and History-based field excursion influenced their understanding of content, student engagement, and future teaching practices. A qualitative case study approach was used with the interpretivist paradigm. Data was collected through open-ended questionnaires from 37 participants and analysed using Braun and Clarke’s thematic analysis method. During data analysis, four themes were identified: enhanced conceptual understanding, real-world application of theory, pedagogical innovation, and increased student engagement. Students reported deeper content comprehension, increased interest in their subjects, and a shift toward adopting student-centred teaching approaches. The study contributes to the growing body of literature on experiential learning by showing its potential to transform teacher preparation in the South African context. It affirms that authentic, context-rich experiences help student teachers to bridge the gap between theory and practice, ultimately enhancing their professional development. The study recommends formal integration of experiential learning into the B.Ed curriculum, improved alignment between excursion content and academic modules, structured reflection processes, and further research on long-term pedagogical impact.