Faculty Beliefs towards Using Experiential Learning in Social Studies Learning Environments in Public Education in Saudi Arabia

Abstract

The current study investigated the topic of experiential learning as an application to the stages of Saudi education. It aimed to identify the beliefs of the faculty members towards using experiential learning in social studies learning environments. The data of the study was analyzed using qualitative research analysis methods according to the grounded approach. The sample consisted of (12( teaching staff members specialized in socio-educational studies. Semi-structured interview questions were used as a tool to explore their beliefs. The validity and reliability of the tool was also verifed. The results of the study showed the possibility of using experiential learning in improving social studies outcomes in the Saudi public education stages by including it in classroom and non-classroom activities, as well as designing the educational content in the textbooks according to mechanisms that support the employment of experiential learning. The results also revealed a set of experiential learning principles that enabled social studies teachers to practice effective teaching practices. Furthermore, The results revealed the appropriate experiential learning patterns for creating educational learning environments, which were represented in the convergent, divergent, assimilative and adaptive patterns. The study concluded with the most important fndings and recommendations.